1、本科毕业设计（论文）外文翻译原文MEETINGTHEUNIQUENEEDSOFTHECHILDRENOFMIGRANTFARMWORKERSTHEMIGRANTPOPULATIONISTHEMOSTUNDEREDUCATEDMAJORSUBGROUPINTHEUNITEDSTATESTHEHIGHSCHOOLDROPOUTRATEOFTHECHILDRENOFMIGRANTFARMWORKERSIS43PERCENT,HIGHERTHANANYOTHERGROUPINTHEUNITEDSTATESNATIONALCOUNCILOFLARAZA1990ITISESTIMATEDTHATOVER7
2、0PERCENTOFMIGRANTSHAVENOTCOMPLETEDHIGHSCHOOL,AND75PERCENTAREFUNCTIONALLYILLITERATEHODGKINSON1985INADEQUATEEDUCATIONCOUPLEDWITHMEAGERLANGUAGESKILLSLIMITTHEIREMPLOYMENTPOTENTIALFORJOBSTHATOFFERNOTHINGMORETHANALOWHOURLYWAGEFORINSTANCE,MIGRANTFARMWORKERSEARNLESSTHAN5,000PERYEARROTHENBERG1998,WELLSHORTOF
3、THEUSMEDIANHOUSEHOLDINCOMEOF40,800PERYEARUSBUREAUOFTHECENSUS1999ANDFARBELOWTHE2002USPOVERTYLEVELOF18,100FORAFAMILYOFFOURWITHTHATTYPEOFINCOME,MORETHANTWOTHIRDSOFOURNATIONSMIGRANTHOUSEHOLDSANDROUGHLY75PERCENTOFMIGRANTCHILDRENLIVEBELOWTHENATIONALPOVERTYLINEDAVIS1997WITHOUTEDUCATION,MANYOFTHEESTIMATED80
4、0,000MIGRANTCHILDRENWILLINHERITTHEIRPARENTSOCCUPATIONANDLIFESTYLEASTHEYATTEMPTTOSUSTAINTHEMSELVESTROTTER1992THEREASONSFORTHELACKOFEDUCATIONAMONGMIGRANTWORKERSAREMANY,BUTTHEMIGRANTLIFESTYLESHIGHMOBILITYSERVESASTHEGREATESTIMPEDIMENTTOEDUCATIONALSUCCESSESTIMATESINDICATETHATSTUDENTSLOSEASMANYASTWOWEEKSO
5、FSCHOOLPERMOVE,WITH25PERCENTOFMIGRANTSTUDENTSENROLLINGINSCHOOLMORETHANTHIRTYDAYSAFTERTHENEWSCHOOLYEARBEGINSRESEARCHTRIANGLEINSTITUTE1992NOTONLYDOTHEYGETALATESTART,BUT“SOMEMIGRANTFAMILIESMOVEINANDOUTOFSCHOOLDISTRICTSASMANYASTENTIMESDURINGASINGLESCHOOLYEAR“TROTTER1992,15THEFREQUENTCHANGESFORCETHECHILD
6、RENTOMAKENUMEROUSADJUSTMENTSTONEWFRIENDS,ACADEMICEXPECTATIONS,ANDVARYINGGRADUATIONREQUIREMENTSWHITTAKER1997MIGRANTFAMILIESOCCUPYALOWSTATUSINCOMMUNITIESBECAUSEOFTHEIRWORK,LANGUAGEDIFFERENCES,ANDETHNICBACKGROUNDTHELANGUAGEBARRIERISOLATESMIGRANTFAMILIESANDCREATESTENSIONWITHLOCALRESIDENTSFORD1988MIGRANT
7、CHILDRENSENSETHATTHEYDONOTBELONG,ANDTHEIRFEELINGSOFINFERIORITYAREOFTENREINFORCEDBYTHEIRPEERSTHOUGHTLESSNESSANDTEASINGTHESITUATIONWORSENSWHENMIGRANTSBECOMEVICTIMSOFSTEREOTYPESPLAYEDOUTINTHEFORMOFPREJUDICEANDDISCRIMINATIONFOREXAMPLE,TEACHERSOFTENBELIEVETHATSTUDENTSWITHPOORENGLISHSKILLSARE“SLOW“ANDTHER
8、EFOREGROUPTHEMACCORDINGLYTHISHINDERSTHECHILDRENSACADEMICDEVELOPMENTANDPLAYSASIGNIFICANTROLEINPROMOTINGLOWSELFESTEEMTROTTER1992MIGRANTSTUDENTS“FREQUENTLYFINDTHEMSELVESINONETRAUMATICSITUATIONAFTERANOTHERTHEIRCONFIDENCEISSHAKENDAILY,ANDWITHEACHPASSINGYEAR,THEYSHOWANINCREASINGLACKOFTRUSTINTHESCHOOL,COMM
9、UNITY,ANDTHELARGERSOCIETY“KINGSTOOPS1980,21THEINTERRUPTIONSINTHEIREDUCATIONANDTHEINABILITYOFTHESCHOOLTOUNDERSTANDTHEIRCULTUREANDMEETTHEIRNEEDSSLOWLYDEPLETETHECHILDSPERSEVERANCETOWARDGRADUATIONANDPLAYAMAJORROLEINMIGRANTSTUDENTSDROPPINGOUTOFSCHOOLVELAZQUEZ1996WITHSOMANYOBSTACLESINTHEPATHOFTHEIREDUCATI
10、ONALSUCCESS,RURALMIGRANTSTUDENTSMAYBETHEMOSTDISADVANTAGEDSTUDENTPOPULATIONINAMERICAPERRY1997FINDINGSANDRESULTSTHEFINDINGSPRESENTSEVERALIMPORTANTPROBLEMSTHATSCHOOLSMUSTUNDERSTANDANDADDRESSTOMEETTHENEEDSOFMIGRANTSTUDENTSOVERALL,FINDINGSINDICATETHATTHEREARESEVERALOBSTACLESTOTHEEDUCATIONALSUCCESSOFMIGRA
11、NTSTUDENTSFIRST,MANYOFTHETEACHERSWEREUNAWAREOFTHEIROWNBELIEFSABOUTMIGRANTSTUDENTSANDWEREINFLUENCEDBYSTEREOTYPESTHATGUIDEDTHEIRBEHAVIORANDACTIONSININTERVIEWS,TEACHERSPOINTEDOUTTHATTHEYOFTENLACKEDINSIGHTINTOTHEIROWNTEACHINGANDHOWTHEIRVIEWOFMIGRANTSTUDENTSPLAYEDOUTINTHECLASSROOMTHROUGHTHEFORMAL,HIDDEN,
12、ANDNULLCURRICULAFOREXAMPLE,ONETEACHERWHOGREWUPINTHECOUNTYWHERETHESCHOOLWASLOCATEDTALKEDABOUTHOWHEHADBECOMEAWAREOFTHESTEREOTYPEHEONCEHELDTHATMIGRANTPARENTSANDTHEIRCHILDRENDIDNOTVALUEEDUCATIONORTHEOPPORTUNITIESTHATSCHOOLSPROVIDEDHEBELIEVEDTHATTYPEOFTHINKINGLOWEREDHISEXPECTATIONSOFMIGRANTSTUDENTS,WHICH
13、CLEARLYAFFECTEDTHEIREDUCATIONALTHOUGHTHETEACHERSUNDERSTOODTHEIMPORTANCEOFINTEGRATINGMIGRANTCULTUREINTOTHEIRTEACHING,SEVERALFELLSHORTINDEVELOPINGCOMPLEXUNDERSTANDINGSOFNOTONLYMIGRANTCULTURE,BUTALSOHOWTHEUSEOFMIGRANTSTUDENTSCULTURALBACKGROUNDSCANENHANCETHEIRSELFCONCEPTSANDIMPROVETHEIRCHANCESFOREDUCATI
14、ONALSUCCESSEVERYTEACHERINTERVIEWEDTALKEDABOUTTHENEEDTOUNDERSTANDMIGRANTCULTUREANDTOATTEMPTTOINTEGRATETHATCULTUREINTOTHECLASSROOMINAMEANINGFULWAYLATERDISCUSSIONDEMONSTRATESTEACHERSVARIOUSLEVELSOFACCOMPLISHMENTINDOINGTHATFINALLY,MIGRANTSTUDENTSVOICEDTHEIRVIEWSOFTHEPROBLEMAREASTHATHAMPERTHEIREDUCATIONA
15、NDCREATETROUBLEWITHTEACHERSANDOTHERSTUDENTSTHESTUDENTSPROVIDEDINSIGHTINTOSEVERALASPECTSOFMIGRANTCULTURETHATCAUSECONFLICTWITHTEACHERSANDFELLOWSTUDENTSWHOFAILTOCONSIDERMIGRANTPERSPECTIVESINTHEFOLLOWINGDISCUSSION,IADDRESSTHEABOVEISSUESMOREFULLY,PROVIDEEXAMPLES,ANDOFFERSUGGESTIONSASTOHOWTEACHERSCANBETTE
16、RMEETTHENEEDSOFMIGRANTSTUDENTSCRITICALREFLECTIONTHELESSFAMILIARPARTOFTEACHINGTHESMEPTEACHERSWHOPARTICIPATEDINTHISSTUDYINDICATEDANEEDTOENGAGEINDELIBERATECRITICALREFLECTIONTOREVEALTHEIROWNPREJUDICESORNEGATIVEFEELINGS,WHICHAREGROUNDEDINSTEREOTYPESABOUTMIGRANTFAMILIESCRITICALREFLECTIONISADELIBERATE,ONGO
17、INGPROCESSOFCRITICALLYEXAMININGANDREFININGEDUCATIONALPRACTICES,WHILECONSIDERINGTHEPERSONAL,PEDAGOGICAL,SOCIAL,ANDETHICALASPECTSOFTEACHINGANDSCHOOLINGHAN1995THETEACHERSARGUEDTHATANESSENTIALPARTOFTHISPROCESSISACONSCIOUSEFFORTTOEXAMINESOMEOFTHESTEREOTYPESTHATAREEMBEDDEDWITHINATEACHERSVIEWOFTHEWORLDMORE
18、IMPORTANTISANUNDERSTANDINGOFTHEINFLUENCETHATTHOSESTEREOTYPESHAVE,BECAUSEPREJUDICESARENOTTYPICALLY“EXPRESSEDASSIMPLEEXCLUSIONARYRULESORHATEFULEPITHETSTHEYAREOFTENCULTURALBELIEFSSUBTLYENACTEDBYWELLMEANINGCLASSMATESANDTEACHERS,ANDTHEIRMOSTDEVASTATINGEFFECTSWORKFROMWITHINTHEPSYCHEOFTHEAFFECTEDPERSON“OAK
19、ESANDLIPTON1999,202BECAUSETHETEACHERSBELIEVEMIGRANTSTEREOTYPESOFTENINFLUENCETHEIRTEACHING,THEYPOINTOUTTHATALLTEACHERSNEEDTOREFLECTONTHEIRVIEWSOFMIGRANTSTUDENTSANDHOWSTEREOTYPESMIGHTAFFECTTHEIRTEACHINGFROMDAILYOBSERVATIONS,ITBECAMEAPPARENTTHATCLASSROOMSITUATIONSORDEROGATORYCOMMENTSBYSTUDENTS,COLLEAGU
20、ES,ANDCOMMUNITYMEMBERSSERVEDASACATALYSTFORTEACHERSCRITICALREFLECTIONTEACHERSSUGGESTEDTHAT,BASEDONTHOSESITUATIONS,EDUCATORSMUSTCONSIDERQUESTIONSSUCHASTHEFOLLOWINGWHATSTEREOTYPESDOIHOLDOFMIGRANTSTUDENTSHAVETHOSESTEREOTYPESINFLUENCEDMYTHINKING,DECISIONS,ORBEHAVIORINCLASS,WHATHIDDENMESSAGESDOITRANSMITRE
21、GARDINGMIGRANTSTUDENTSWHATROLEDOIPLAYINCHANGINGSTUDENTSANDOTHERFACULTYSATTITUDESTOWARDMIGRANTSTUDENTSTOWHATDEGREESHOULDMIGRANTSTUDENTSBEFORCEDTOASSIMILATEDOIEVERCONSIDERTHECULTURALBACKGROUNDOFMIGRANTSTUDENTSHOWWILLIHANDLEPARTICULARSITUATIONSTHATMIGHTOCCURWITHMIGRANTSTUDENTSNOTONLYSHOULDTEACHERSREFLE
22、CTONTHEIRBELIEFSANDVIEWS,BUTTHEYMUSTCONSIDERHOWEDUCATIONALPRACTICESMIGHTWORKTODISCOURAGEORDISADVANTAGEMIGRANTSTUDENTSSOMEOFTHETEACHERSSURVEYEDEXPRESSEDTHEFRUSTRATION,EMBARRASSMENT,ORFEELINGSOFINADEQUACYTHATOFTENRESULTFROMTHEREFLECTIVEPROCESSHOWEVER,THEYBELIEVETHATALLTEACHERSANDADMINISTRATORSMUSTENGA
23、GEINTHISPROCESSAND,IFNEEDED,CHANGETHEIRVIEWSANDTEACHINGPRACTICESITSEEMSTHATTHEMORETEACHERSREFLECTABOUTTHEIRTEACHINGOFMIGRANTSTUDENTS,THEMOREAWARETHEYBECOMEOFTHEUNIQUENEEDSOFMIGRANTSTUDENTSTHISAWARENESSENABLESTHEMTOMAKEBETTERSENSEOFTHEIRWORKATSCHOOLANDINTURNMEETTHENEEDSOFMIGRANTSTUDENTS,WHICHSUPPORTS
24、PALMERSARGUMENTTHAT“THEMOSTPRACTICALTHINGWECANACHIEVEINANYKINDOFWORKISINSIGHTINTOWHATISHAPPENINGINSIDEUSASWEDOIT“1998,5CRITICALREFLECTIONPROVIDESUSWITHTHEINSIGHTTOGUIDEOURPRACTICECULTURALCONFLICTSTHEWAYSMIGRANTSTUDENTSSEETHEWORLDPREWITTDIAZ,TROTTER,ANDRIVERA1990ARGUETHATALTHOUGHMIGRANTCHILDRENCOMEFR
25、OMDIFFERENTCULTURESANDGEOGRAPHICAREAS,THEYSEEMTOHAVEDEVELOPEDCOMMONBELIEFS,VALUES,NORMS,CUSTOMS,ANDWAYSOFSEEINGANDUNDERSTANDINGTHEWORLDNOTONLYDOESAMIGRANTCULTUREEXIST,BUTITACCOMPANIESSTUDENTSTOSCHOOLANDOFTENSERVESASASOURCEOFCONFLICTBETWEENMIGRANTSTUDENTSANDTHESCHOOLSVALUESANDBELIEFSINSCHOOL,TEACHERS
26、PRAISESTUDENTSFORSUCHTRAITSASBEINGRESPECTFUL,INDUSTRIOUS,ANDOBEDIENT,ORDRESSINGANDACTINGINAPLEASINGWAYHOWEVER,MANYOFTHETRAITSVALUEDBYSCHOOLSARE,TOAGREATEXTENT,CULTURALLYINSCRIBEDSTUDENTSWHOSECULTURALBACKGROUNDANDBEHAVIORHARMONIZEWITHFACULTYEXPECTATIONSARECONSIDEREDACADEMICALLYANDSOCIALLYSUPERIORANDA
27、RETREATEDACCORDINGLYSTUDENTSWHOSECULTURALVALUESARENOTASACADEMICALLYPRIZEDARELABELEDASDISRESPECTFULORUNMOTIVATEDTROUBLEMAKERS,AMONGOTHERNEGATIVEATTRIBUTESTHISMISLABELINGOFTENHAPPENSTOMIGRANTSTUDENTSINPUBLICSCHOOLSBOTHTEACHERSANDMIGRANTSTUDENTSINDICATEDTHATMIGRANTCULTUREINCLUDESASTRONGSENSEOFFAMILYLOY
28、ALTY,AWILLINGNESSTOFIGHTANDDEFENDFAMILYMEMBERS,ANDAVIEWOFLIFESITUATIONSASTEMPORARYFROMSTUDENTINTERVIEWS,ITWASEVIDENTTHATMIGRANTSTUDENTSEMBRACEDTHOSEVALUES,ANDTHATATTIMESTHEIRDEEPLYINGRAINEDBELIEFSCONFLICTEDWITHFACULTY,CURRICULUM,ANDSCHOOLRULESFOREXAMPLE,FROMINTERVIEWSWITHSTUDENTS,ITWASOBVIOUSTHATMOS
29、TMIGRANTSTUDENTSARETAUGHTTODEFENDFAMILYMEMBERS,AVALUETHATCANLEADTOFIGHTINGINSCHOOLTEACHERSAGREEDTHAT,WITHOUTANUNDERSTANDINGOFTHESTUDENTSREASONSFORFIGHTING,MANYMIGRANTSTUDENTSARELABELED“VIOLENT“OR“TROUBLEMAKERS“MIGRANTSTUDENTSPOINTEDOUTTHATWHATTHESCHOOLSFAILTOCONSIDERISTHEDIFFICULTDECISIONSTUDENTSFAC
30、EBETWEENOBEYINGSCHOOLRULESANDREMAININGCOMMITTEDTOTHEIRFAMILYEACHCHOICEHASNEGATIVECONSEQUENCESPUNISHMENTFROMTHESCHOOLORPUNISHMENTANDDISDAINFROMPARENTSANDFAMILYMEMBERSHOWEVER,NOTALLFIGHTSARECAUSEDBYSTUDENTS“BADATTITUDES“ORANYOTHERSTEREOTYPEASSIGNEDTHEMRATHER,CULTURALCONFLICTCOULDBETHEUNDERLYINGREASONF
31、ORCERTAINBEHAVIOROTHERCULTURALCONFLICTSOCCURWITHINSCHOOLASWELLFOREXAMPLE,TEACHERSMADETHECASETHATTHEEFFECTSOFFREQUENTMOBILITYONTHEWAYMIGRANTSTUDENTSVIEWSCHOOLANDTHEIRPEERSOFTENCAUSEDCONFLICTTHEFAMILYSFREQUENTUPROOTINGLEAVESMIGRANTCHILDRENFEELINGUNSTABLE,THATTHEYHAVELITTLECONTROLOVERTHEIRLIVES,ANDTHAT
32、MANYASPECTSOFTHEIRLIVESARETEMPORARYWHYSHOULDMIGRANTSTUDENTSINVESTTIMEANDENERGYINSCHOOLORRELATIONSHIPSANDRISKBEINGHURTORDISAPPOINTEDWHENTHEIRSITUATIONCHANGESSOFREQUENTLYTEACHERSATTHESCHOOLPOINTEDOUTTHATMIGRANTSTUDENTSOFTENWITHDRAWFROMOTHERSTUDENTSTHEYMAYNOTDOASMUCHACADEMICWORKASTHEYSHOULD,SINCETHEYKN
33、OWTHEYWILLBELEAVINGSOONTHEYARERELUCTANTTOGETINVOLVEDINSPORTSOREXTRACURRICULARACTIVITIESBECAUSETHEYWILLPROBABLYLEAVEINTHEMIDDLEOFTHESEASONTHEYMIGHTBEMOREWILLINGTOCHALLENGESCHOOLRULES,SINCEITISDOUBTFULTHEYWILLFACEANYLONGTERMCONSEQUENCESBECAUSEOFTHEIRWILLINGNESSTOCHALLENGESCHOOLRULES,MIGRANTSTUDENTSARE
34、ACCUSEDOFHAVINGAPOORATTITUDE,BEINGLAZY,NOTWANTINGTOLEARN,ANDCAUSINGTROUBLETEACHERSANDCLASSMATESOFTENCONSIDERMIGRANTSTUDENTSLACKOFINVOLVEMENTASRUDEANDUNFRIENDLY,WHICHREINFORCESPREVIOUSLYHELDSTEREOTYPESANDMAKESMANYMIGRANTSTUDENTSEASYTARGETSFORISOLATION,RIDICULE,ANDDISCRIMINATIONINREALITY,THISISHOWMIGR
35、ANTSTUDENTSDEALWITHTHEFRUSTRATION,ALIENATION,ANDLACKOFTRUSTTHATACCOMPANIESTHEIRLIFESTYLESCONSTANTMOBILITYCULTURALCONFLICTSCANALSOARISEWITHINTHECURRICULUMFOREXAMPLE,THESMEPUSESTHETOUGHGUYPROGRAMTOREDUCEBULLYINGANDFIGHTINGINSCHOOLTHISPARTICULARPROGRAMCONSISTSOFASERIESOFVIDEOTAPESANDFOLLOWUPMATERIALSST
36、UDENTSVIEWTHEGRADEAPPROPRIATETAPES,WHICHINCLUDEVARIOUSSCENARIOSTHATILLUSTRATETHENEGATIVECONSEQUENCESOFFIGHTINGANDBULLYINGSTUDENTS,ANDTHENTEACHERSCONDUCTAFOLLOWUPDISCUSSIONTHEIMPORTANCEOFCULTURALRELEVANCYBECAUSECULTURALCONFLICTSARECOMMONBETWEENMIGRANTSTUDENTSANDTEACHERS,THESMEPTEACHERSACKNOWLEDGEDTHA
37、TTHEYMUSTBEWILLINGTOLEARNABOUTMIGRANTCULTUREANDINTEGRATETHATKNOWLEDGEINTOTHECURRICULUMANDSTUDENTINTERACTIONSHOWEVER,THISMEANSMORETHANHAVINGANAPPRECIATIONFORMEXICANFOODANDHOLIDAYSRATHER,SOMETEACHERSINDICATEDTHEREISANEEDTOCONSTRUCTUNDERSTANDINGSTHATNOTONLYINCLUDETHEOBJECTIVEASPECTSOFCULTURE,SUCHASARTI
38、FACTS,FOOD,ANDCLOTHING,BUTALSOINCLUDETHELESSTANGIBLESUBJECTIVEDIMENSIONSSUCHASWAYSOFTALKING,ACTING,ANDSOCIALIZING,STYLESOFDRESS,LIKESANDDISLIKES,TASTES,COMPETENCIES,BEHAVIORS,ATTITUDES,VALUES,ANDBELIEFSINTHISSENSE,CULTUREISVIEWEDAS“THEPARTICULARWAYSINWHICHASOCIALGROUPLIVESOUTANDMAKESSENSEOFITSGIVENC
39、IRCUMSTANCESANDCONDITIONSINLIFE“MCLAREN1998,175SOURCEROMANOWSKI,MICHAELCLEARINGHOUSE,SEP/OCT2003,VOL77ISSUE1,P2733译文遇到农民工子女的独特需要在美国，农民工人口大部分是未受良好教育的人群。农民工子女的高中退学率是43,比美国其他任何群体的比率都要高。（拉美裔全国委员会，1990）据估计,超过70的农民工没有完成高中,75是半文盲。霍奇金森，1985缺乏教育加上微薄的语言技能可能限制他们的就业工作,没有什么比提供每小时工资还低的了。例如，外来农民工收入每年不到5,000元。（罗滕伯格
40、，1998）也达不到美国中产阶级收入每年40,800。美国统计局公布的人口普查，1999该收入也远远低于2002年美国贫穷家庭层面四种类型的18100美元，我们国家超过三分之二的农民工家庭和大约有百分之七十五的农民工子女低于全国贫困线。（戴维斯，1997）由于没有接受教育，大约80万农民工子女将继承父母的职业和生活方式,因为他们试图维持他们自己。（特罗特，1992）民工缺乏教育的原因有很多,但是农民工生活方式的高度流动性是教育成功的最大障碍。估计表明，每次农民工转移，学生在校时间只有两周,而且农民工学生入学超过三十天并维持到下学年开学的只有25（三角国际研究所，1992）。他们不仅起步较晚，而
41、且一些农民工家庭一个学年搬进搬出的有10次多。（特罗特，1992）频繁的变化驱使农民工孩子要适应到新的朋友、学业期望和不同的毕业要求（惠特克，1997）。移民家庭在社区内处于较低地位是因为他们的工作、语言的差异、种族背景。语言障碍使农民工家庭与当地居民的关系较为紧张。（福特，1988）农民工子女感觉自己不属于集体，他们的自卑感经常由于他们同辈的嘲笑和戏弄而加强。形势恶化时，对农民工的偏见和歧视已经定型了。例如，教师认为，英语不好的人是“迟钝的”，这阻碍了儿童的学业发展，也降低了他们的自尊。特罗特，1992）农民工子女学生经常发现自己所受的创伤一个接着一个。每过一年，他们所显示的自信心在学校、团
42、体、社会逐渐减少。农民工子女教育的中断和学校的无奈使他们无法了解他们的文化和满足他们的需要，这样就慢慢消耗孩子的毅力，这对农民工子女的辍学也扮演了重要的角色。（委拉斯开兹，1996）发现与结果研究结果表明了几个重要的问题，学校必须认识和解决问题，以满足农民工学生的需求。总体而言，调查结果表明，农民工学生的教育成功存在一些障碍。首先，很多教师都不清楚自己对于农民工学生应该抱以什么样的态度，他们受到陈腐观念的影响以至于行为和行动都受到摆布。在采访中，老师指出，他们教学缺乏洞察力，他们对农民工学生的看法通过在课堂上的正式的、隐藏的表现出来。例如，一个在农村长大的老师，他曾经认为农民工父母和他们的孩子
43、不重视教育或学校提供的机会，就这样他所在的学校都觉得他是一个刻板的人。他认为那种对农民工学生降低期望的想法会影响了他们的教育。虽然教师知道将移民文化融入到教学当中的重要性，几个未到达发展的复杂的认识，不仅仅指的是移民文化，还有农民工学生如何运用文化背景来加强他们的自我概念和改善他们所获得的教育成功机会。每个被采访到的老师都认为理解移民文化和有意思的将其融入到课堂上是有必要的。在后面的讨论表明了老师们这样做的不同水平。最后，农民工学生表明了有关于阻碍他们的教育、制造他们与老师和其他学生麻烦的观点。这些学生提出了一些关于移民文化引起老师和学生的冲突的见解。在下面的讨论中，我会更加充分解决上述问题，
44、并提供实例，为教师如何更好地满足农民工学生教育的需求提供建议。批判性反思教学不太熟悉的部分那些参与此研究项目的SMEP教师表明必须进行批判性反思来表明自己的偏见和负面的态度，这是对于农民工家庭的刻板印象。批判反思是蓄意的、批判的审查和完善教育实践，同时考虑个人、伦理、社会和学校教育等各方面。（汉1995）老师们认为，这一进程的一个重要组成部分，是有意识地去审查已经带有教师个人价值观的刻板印象。更重要的是，要对那些陈旧观念带来的影响有所了解，因为偏见通常并不是“以简单的排挤和可恶的语言来表现。他们常常巧妙地由所谓好心的同学和老师来制定文化信仰，他们最具有破坏性的工作是影响他人的精神”。（奥克斯和
45、立顿1999）因为老师相信对农民工的刻板印象，往往影响他们的教学，他们指出，所有教师必须反映他们对于农民工学生的看法，以及刻板印象可能会影响他们的教学。从日常的观察，可以明显看到，受到老师批判性的影响，课堂上的情景或由学生、同事带有贬义的评论，以及社区成员扮演催化剂的角色等情形已经有很明显的表现。教师建议，鉴于这些情况，教育工作者必须考虑以下几个问题对于农民工学生应该报以什么样的态度那些陈旧观念是否影响了我的思维、决策或行为在课堂上，在对待农民工子女上，我传送了一些什么隐藏的信息在改变其他学生和学院对农民工子女的态度上我应该扮演什么样的角色农民工学生需要被强制同化到什么样的程度我曾经考虑农民工
46、学生的文化背景是什么我应该如何处理农民工学生和普通学生发生的矛盾教师不仅应该反思自己的信仰和观点，而且他们必须考虑什么样的教育工作有可能阻碍或不利农民工学生的发展。一些受访的教师往往在反思后会表示失望，尴尬或自责。然而，他们相信所有的教师和管理人员必须参与这一进程，如果需要的话，还需要改变他们的看法和教学实践。看来有越来越多的老师开始重视了他们对农民工学生的教学，更知道他们已经成为农民工学生的独特需求。这种意识使他们能够在学校表现更好的工作意识，从而满足农民工学生，这也印证了帕尔默的论点，即“我们可以取得任何工作上的成功的最实际的事情是投入到我们正在做的事情当中去”（1998，5）。批判反思为
47、指导我们的实践提供了洞察力。文化冲突从农民工学生的角度看世界普里威特迪亚兹，特罗特和里维拉（1990）认为，虽然农民工子女来自不同文化和地理区域，他们似乎已经拥有了共同的信仰、价值观、规范、习俗，以及观察和认识世界的方式。农民工子女教育不公平问题已不仅仅是文化上的差异，而且还伴随着农民工学生和学校价值观和信仰的冲突。在学校里，学生往往因为懂礼貌、勤奋、听话，或打扮得体而受到老师的称赞，但很多被学校赞成的特征，在很大的程度上，都是带有文化色彩的。学校所期望的学生的文化背景和行为被认为是正确的和具有社会优越性的，于是就被老师称赞了。学生的文化价值如果并不是像期望的标准一样就会得到不敬的或故意闹事这
48、种负面评价。这种对待农民工学生的虚假标签会经常发生在公立学校。教师和学生都认为，移民文化是一种包括对家庭的忠诚、愿意争取和捍卫家庭成员强烈意识。从学生的访谈中很明显得证实农民工学生拥有这些价值，而且有时他们根深蒂固的信念与教师、课程、和学校的规则相冲突。例如，从与学生的访谈中可以很明显得看出，大多数农民工学生被教导要捍卫家庭成员，这会导致在学校里打架。教师认为，如果没有了解学生打架的真正原因，许多农民工学生都会被认为是“暴力”或“麻烦的制造者”。农民工学生指出，学校并没有考虑到，是服从学校的规则还是继续保持他们的家庭面貌会给农民工学生带来很困难的决定。每一个选择都会有不良的后果受到学校的处罚或
49、是家长的蔑视。然而，并非所有的矛盾都是由学生“态度不好“或任何其他强加给他们的刻板印象而引起的。相反，文化冲突可能才是根本原因。其他文化的冲突也同样会在学校发生。例如，教师提出的情况是，农民工学生的频繁流动性以及他们和同龄人的看法往往造成冲突。家人的频繁流动是农民工子女感觉不稳定，他们无法控制自己的生活，以及他们生活的许多方面都是暂时的。为什么农民工学生在他们的生活环境在频繁改变时还需要投入时间和精力在学校老师指出，农民工学生经常远离其他学生。他们可能不会做很多学术工作，因为他们知道他们会很快的离开。他们不愿上体育课或参与课外活动，因为他们很有可能在本赛季中离开。他们可能更愿意挑战校规，因为他们不用面临长期的后果。由于他们愿意挑战校规，农民工学生被认为是态度差、懒惰、不想学习并制造麻烦的学生。老师和同学们经常认为农民工学生粗鲁和不友好，缺乏参与性，这加强了先前持有的偏见，使许多农民工学生孤立，成为嘲笑和歧视的目标。实际上，怎么样去处理挫折、疏离、以及缺乏信任一直伴随着他们的生活。文化冲突也出现在课程内。例如，SMEP使用硬汉方案，以减少在学校的欺凌和战斗。此项计划包括一系列的录像带和后续一系列材料。学生观看档次相适应的磁带，其中包括，说明学生战斗和欺凌的消极后果，然后由教师进行后续讲解。重要的文化关联因为文化冲突在农民工学生和教师之间是普遍存
