家庭背景會(huì)影響孩子們的課堂表現(xiàn)

Children from different economic backgrounds also performed differently in the classroom.

來(lái)自不同經(jīng)濟(jì)背景家庭的孩子們，在教室里的表現(xiàn)也不盡相同。

For example, working class kids are less likely to ask for help from teachers than are their middle class counterparts. And when they do ask for help, they're less aggressive about it.

比如，相比來(lái)自中產(chǎn)階級(jí)家庭的孩子，來(lái)自工人階級(jí)家庭的孩子不太可能尋求老師的幫助。而當(dāng)他們確實(shí)需要幫助的時(shí)候，他們對(duì)求助也不是很有積極性。

That's according to a study that followed students from the third grade through the fifth, published in the journal American Sociological Review.

這是根據(jù)一項(xiàng)針對(duì)三年級(jí)到五年級(jí)的學(xué)生、發(fā)布在《美國(guó)社會(huì)科學(xué)回顧》雜志上的研究得出的。

Part of the difference in how kids act comes from the guidance they've gotten at home.

孩子們表現(xiàn)的這種不同，一部分是受家庭引導(dǎo)的影響。

As a rule, working class parents coach their kids to work out problems on their own. And if the kids did ask for help, it was in subtle ways—like sitting quietly with a hand raised.

通常，工人階級(jí)的父母都會(huì)教育孩子要自己解決問(wèn)題。并且即使這些孩子求助了，他們也是通過(guò)很微妙的方式--比如安靜地坐著舉起一只手。

Middle class kids? Their parents urged them to be proactive, even to interrupt their teachers for help.

而中產(chǎn)階級(jí)家庭出身的孩子呢?他們的家長(zhǎng)敦促他們要積極主動(dòng)，甚至為了求助可以打斷老師。

The result is that teachers were more likely to attend to the assistance-seekers and louder class-participators. Which left working class kids behind and magnified inequalities.

結(jié)果就是，老師們更有可能照應(yīng)那些“求助者”和更吵鬧的“課堂參與者”，這就使工人階級(jí)家庭出身的孩子們落后并放大了不平等。

So the working class child's behavior, which they and their parents see as "respectful," could impair their success in the classroom. And prevent them from joining their classmates in higher social classes.

因此，工人階級(jí)家庭眼中孩子“恭敬有禮”的行為，很可能不利于他們?cè)谡n堂上表現(xiàn)好。甚至?xí)璧K他們同來(lái)自更高社會(huì)階層的同學(xué)交往。