同樣的行為，黑人學(xué)生被停學(xué)的幾率是白人的4倍

African-American students are nearly four times as likely to be suspended from school as Caucasians, researchers say.

研究人員說，非裔美國學(xué)生被停學(xué)的可能性幾乎是白種人的四倍。

And a new study may help explain why.

一項新的研究可能有助于解釋原因。

It alleges to have uncovered evidence of racial bias among a sample of school principals and assistant principals.

該研究聲稱在學(xué)校校長和助理校長的樣本中發(fā)現(xiàn)了種族偏見的證據(jù)。

African-American middle-school and high-school boys were more likely to be seen as troublemakers and their misbehavior more severe, than Caucasian counterparts for exactly the same behavior, researchers found.

研究人員發(fā)現(xiàn)，與白人相比，非洲裔美國中學(xué)和高中男生更容易被視為麻煩制造者，他們的不良行為也更嚴(yán)重。

The results help explain not only issues relating to school discipline but also problems with education and life chances, the researchers added. School suspensions can end up having serious long-term consequences for the students, they note.

研究人員補充說，研究結(jié)果不僅有助于解釋與學(xué)校紀(jì)律有關(guān)的問題，還有助于解釋與教育和生活機會有關(guān)的問題。他們指出，停學(xué)可能會給學(xué)生帶來嚴(yán)重的長期后果。

Students who have been suspended from school can fall badly behind others in key metrics such as reading skills. “The more students fall behind, the less likely they are to graduate from high school or enter college and the more likely they are to become incarcerated, a growing concern called the ‘school-to-prison pipeline,’” the researchers add.

被停學(xué)的學(xué)生在閱讀技能等關(guān)鍵指標(biāo)上可能遠遠落后于其他人。研究人員補充說:“落后的學(xué)生越多，他們從高中畢業(yè)或進入大學(xué)的可能性就越小，他們被監(jiān)禁的可能性也就越大，這是一種被稱為‘學(xué)校到監(jiān)獄的管道’的日益增長的擔(dān)憂。”

These disparities can have long-term financial consequences: full-time workers who didn’t graduate from high school had a median weekly wage of $520, compared with $712 a week for workers with a high school diploma but no college, according to 2017 figures from the Bureau of Labor Statistics.

這些差異可能會產(chǎn)生長期的經(jīng)濟后果:美國勞工統(tǒng)計局(Bureau of Labor Statistics) 2017年的數(shù)據(jù)顯示，高中未畢業(yè)的全職工人每周工資中值為520美元，而高中文憑但沒有大學(xué)文憑的工人每周工資中值為712美元。

The research was conducted by Shoshana Jarvis, a doctoral research student in psychology at the University of California, Berkeley and psychology professor Jason Okonofua. It is published in the Journal of Social Psychological and Personality Science.

這項研究由加州大學(xué)伯克利分校心理學(xué)博士生Shoshana Jarvis和心理學(xué)教授Jason Okonofua共同完成。該研究結(jié)果發(fā)表在《社會心理與人格科學(xué)》雜志上。

Previous research has suggested school administrators treat black students differently than their white counterparts. National data collected by the US Department of Education’s Office For Civil Rights showed that in the 2015-16 school year, black students were more likely to be suspended from school than white students: black male students represented 8 percent of enrolled students and accounted for 25 percent of students who received an out-of-school suspension.

先前的研究表明，學(xué)校管理者對待黑人學(xué)生的方式與對待白人學(xué)生的方式不同。美國教育部民權(quán)辦公室收集的國家數(shù)據(jù)顯示，在2015-16學(xué)年，黑人學(xué)生比白人學(xué)生更容易被停學(xué)：黑人男生占在校生的8%，占被停學(xué)學(xué)生的25%。

Bottom line: The principals and assistant principals rated the same misbehavior by black students as more severe than the white students’ misbehavior. The black students were more likely to be seen as troublemakers and were on average given more days’ suspension.

一句話：校長和助理校長認為黑人學(xué)生的同樣錯誤行為,比白人學(xué)生的錯誤行為更嚴(yán)重。黑人學(xué)生更容易被視為搗亂者，平均被停課天數(shù)更長。