閱讀passage42原文

    For many years, colleges and universities across the United States have sought to increase the numbers of African American, Hispanic and Native American students who pursue scientific careers. Yet the College Board reported in 1999 that underrepresentation of minority students had become even “more intractable.”

    African Americans now constitute 12 percent of the U.S. population yet earned only 1 percent of the doctorates in 1997. Hispanics make up 11 percent of the population but earned 0.9 percent of the 1997 doctorates. Although the numbers of African American and Hispanic students earning bachelor’s degrees in 1996-1997 hit an all-time high, there was a decline in those entering graduate school, according to the American Association for the Advancement of Science. Native Americans also remain underrepresented in the sciences.

    Despite the best of intentions, many programs designed to prepare minority undergraduates for advanced scientific training have had uneven results. Some have been unclear about whether their goal is to produce scientists or just to help minority students graduate. Others have been inadequately funded or lacked institutional commitment; many have never been evaluated rigorously.

    Some programs do succeed in helping minority students graduate and pursue scientific careers. Examples include programs at Xavier University of Louisiana, the University of California, Berkeley, and the University of Maryland, Baltimore County (UMBC). 1）Although different in important respects, these programs share key features, such as clearly articulated objectives, strong institutional commitment, effective mentors and an emphasis on building community among participants.

    All are being carried out in a legal environment that has become increasingly complex. 2）The University of California, for example, now operates under a state law that forbids using state funds for special programs for minority students. In other states, court cases have led colleges and universities to redesign or even drop such programs. HHMI has assisted thousands of minority students through its undergraduate biological sciences education program by awarding more than $476 million to 232 colleges and universities. In 1998, it began requiring its grantees to certify that they are complying with all relevant laws in the conduct of these programs.

[FS:PAGE]    Eugene Cota-Robles, co-chair of the task force that commissioned the College Board report, says colleges and universities must do more to help minority students become scientific leaders. “3）Up to now, everyone working on the pipeline approach has been thinking that bringing more students into college would solve the problem,” he says. Cota-Robles, a professor emeritus of biology at the University of California, Santa Cruz, calls for more effort to help minority students move beyond the bachelor’s degree.

    翻閱passage42譯文

    多年來，全美國的學院和大學一直在尋求增加從事科學事業的非洲裔、拉美裔以及美國土著學生的人數。然而，大學入學考試委員會1999年的報告指出，少數民族學生人數不足的狀況甚至變得更難以應付了。

    如今，非洲裔美國人占美國總人口的12%，但是他們在1997年獲得博士學位的人數只占當年博士總人數的1%。拉美裔美國人占美國人口11%但是他們1997年獲得博士學位的人數只占當年博士總人數的0.9%。根據美國科學促進協會的數據，雖然非洲裔、拉美裔美國學生在1996年到1997年期間獲得學士學位的人數創下空前的高紀錄，但是考入研究生院的學生人數卻減少了。從事自然科學的美國土著人的人數仍然不足。

    雖然擁有最好的意圖，但是許多計劃用來培養少數民族大學生接受先進科學培訓的項目取得的結果卻不相同。對于其目標是培養科學家還是僅僅幫助少數民族大學生畢業，有些項目一直沒有弄清楚;其他項目一直沒有得到足夠的資金，或者缺少制度上的承諾;很多項目從來沒有進行過嚴格的鑒定。

    一些項目的確在幫助少數民族學生畢業及從事科學事業方面取得了成功。成功的例子報考路易斯安那州澤維爾大學的項目、加利福尼亞大學的項目、伯克利大學的項目以及巴爾的摩縣的馬里蘭大學的項目。雖然在重要的方面不盡相同，但是這些項目有一些共同的主要特征，比如明確表達的宗旨、莊重的制度上的承諾、有效的指導以及強調在參與者中建立社團。

    所有這一切都是在一種合法的環境中實施的，而莊重環境已經變得越來越復雜了。比如，加利福尼亞大學現在正根據蓋州的一項立法開展工作，這項法律禁止加利福尼亞州的資金用于那些為少數民族學生計劃的特別項目，在其他州，法庭的一些案例已經導致學院和大學重新設計或者中止這樣的項目。通過其大學生生物科學教育項目給予232所學院和大學4.76多億美元，HHMI已經援助了書簽民少數民族學生，1998年，HHMI開始要求其受讓人保證，在實施這些項目過程中，他們遵守了所有的相關法律。

    受托完成大學入學考試委員會報告的特別工作組聯合主席尤金-考特-羅伯斯說，你和大學應該做更多的工作，以便幫助少數民族學生成為科學界的領袖。到目前為止，每個從事這種人才輸送途徑的人一直都在考慮，讓更多的學生上大學就會解決這個問題，考特-羅伯斯說，他是圣克魯斯市加利福尼亞大學的退休生物學教授，他要求人們付出更大的努力，一遍幫助少數民族學生獲得比學士學位更高的學位。

    翻閱passage42長難句分析

    1)Although different in important respects, these programs share key features, such as clearly articulated objectives, strong institutional commitment, effective mentors and an emphasis on building community among participants.

    【解析】主句“these programs share key features......”。although引導的是讓步狀語從句;such as后面的內容是在解釋前面的features。key應譯為主要的。articulated譯為表達的。mentor譯為指導;emphasis on 應譯為“強調...”

    【參考譯文】雖然在重要的方面不僅相同，但是，這些項目有一些共同的主要特征，比如明確表達的宗旨、莊重的制度上的承諾，有效的指導以及強調在參與者中建立社團。

[FS:PAGE]    2)The University of California, for example, now operates under a state law that forbids using state funds for special programs for minority students. In other states, court cases have led colleges and universities to redesign or even drop such programs.

    【解析】主句是“The University of California, for example, now operates under a state law ...;In other states, court cases have led colleges and universities to ...” for example 是插入語;under a state law短語做狀語;that引導的定語從句修飾law;to redesign...短語做狀語。under a state law應譯為“根據一項州立法;redesign應譯為重新設計;drop應譯為中止。

    【參考譯文】比如，加利福尼亞大學現在正根據該州的一項立法開展工作，這項法律禁止加利福尼亞州的資金用于那些為少數民族學生計劃的特別項目;在其他州，法庭的一些案例已經導致學院和大學重新設計或中止這樣的項目。

    3)Up to now, everyone working on the pipeline approach has been thinking that bringing more students into college would solve the problem,” he says. Cota-Robles, a professor emeritus of biology at the University of California, Santa Cruz, calls for more effort to help minority students move beyond the bachelor’s degree.

    【解析】主句everyone has been thinking that ....，says Cota—Robles”。working on 短語做定語修飾everyone;that 引導的是賓語從句，從句的主語是bringing more students into college;an emeritus professor...短語是插入語，是在介紹Cota-Robles;and calls for 并列謂語。up to now應譯為到目前為止;and calls for是并列謂語。pipeline approach 應譯為人才輸送途徑;emeritus應譯為退休的;call for 應譯為要求、呼吁;move應譯為“獲得”。

    【參考譯文】到目前為止，每個從事這種人才輸送途徑的人一直都在考慮，讓更多的學生上大學就會解決這個問題”，考特-羅伯斯說，他是圣克魯斯市加利福尼亞大學的退休生物學教授，他要求人們付出更大的努力，以便幫助少數民族學生獲得比學士學位更高的學位。