教育是完善人自身的一種方式。教育對(duì)人的完善，就是實(shí)現(xiàn)人的內(nèi)在超越和外在超越的統(tǒng)一。下面是學(xué)習(xí)啦小編帶來的有關(guān)教育的文章中英文對(duì)照，歡迎閱讀!

　　有關(guān)教育的文章中英文對(duì)照1

　　美國(guó)紀(jì)念布朗案廢除學(xué)校種族隔離六十周年

　　Sixty years ago this month, the highest court in the United States changed American education. On May 17, 1954, all nine judges of the Supreme Court ruled against racial separation in public schools. The court says such segregation in schools violates the United States constitution.

　　60年前的這個(gè)月，美國(guó)最高法院改變了美國(guó)教育。1954年5月17日，最高法院的九名法官否決了公立學(xué)校的種族隔離。最高法院稱，學(xué)校的這類隔離違反了美國(guó)憲法。

　　Many school systems had separate schools for white students and black students at the time of the ruling. The system was the result of a court ruling from 1896 that decision had permitted so called "separate but equal" schools. Some schools had only white children, others had only black children.

　　在判決的那個(gè)年代，許多學(xué)校系統(tǒng)都有分別面向白人學(xué)生和黑人學(xué)生的學(xué)校。該體系源于1896年一家法院的判決，該判決允許學(xué)校中所謂的“隔離但平等”原則。當(dāng)時(shí)一些學(xué)校只有白人兒童，另一些則只有黑人兒童。

　　About sixty years later, the case Brown vs the Board of Education came before the Supreme Court. It involved five separate legal actions, but it centered on an African-American child from the state of Kansas.

　　大約60年之后，布朗狀告美國(guó)教育委員會(huì)一案走進(jìn)了最高法院。該案涉及五個(gè)獨(dú)立的法律行為，但都聚焦于堪薩斯州的一位非裔美國(guó)人的孩子。

　　Linda Brown lived just short distance from a school, but she was forced to travel across town to a black school because the school near her permitted only white students.

　　琳達(dá)?布朗當(dāng)時(shí)住得離一所學(xué)校不遠(yuǎn)，但她被迫穿過市中心到一所黑人學(xué)校上學(xué)，因?yàn)樗腋浇膶W(xué)校只接收白人學(xué)生。

　　Aderson Francois teaches law at Howard University in Washington D.C. He says the case ended official racial separation in the United States.

　　艾德爾森?弗朗索瓦在華盛頓特區(qū)的霍華德大學(xué)教法律。他說，這起案子結(jié)束了美國(guó)的官方種族隔離。

　　"Brown essentially ended American apartheid... if by that we mean the process by which the government officially classifies people by race," said Francois.

　　弗朗索瓦說：“布朗一案基本結(jié)束了美國(guó)的種族隔離，如果我們說的是政府官方按種族劃分的過程的話。”

　　But Mr. Francois criticized the ruling because it did not set a time limit by which segregation had to end. As a result, some segregated schools in the south did not obey the Supreme Court ruling until the 1960s. Even today, many schools are still effectively segregated.

　　但弗朗索瓦對(duì)該判決提出了批評(píng)，因?yàn)樗⑽丛O(shè)定種族隔離必須結(jié)束的時(shí)間限制。其結(jié)果就是，一直到二十世紀(jì)六十年代，美國(guó)南方的一些種族隔離學(xué)校都不服從最高法院的判決。即使是在今天，許多學(xué)校仍然有效地隔離。

　　In 2012, the Civil Rights Project at the University of California studied racial populations in schools. The study showed that many schools are less racially mixed than forty years ago. The study says social and economic issues are partly to blame. It also says some court cases have weakened enforcement of desegregation.

　　2012年，加州大學(xué)的民權(quán)項(xiàng)目研究了學(xué)校的種族群體。該研究表明，和40年前相比，很多學(xué)校的種族融合更差。該研究稱，社會(huì)和經(jīng)濟(jì)問題是部分原因。它還表示，一些法院案件削弱了廢除種族隔離的執(zhí)法。

　　That does not surprise education activist Jeanette Taylor. She came to Washington recently with other activists. They urged officials to act to stop putting more money into mainly white schools than those with many minority students.

　　這點(diǎn)并未讓教育活動(dòng)家珍妮特?泰勒感到奇怪。她最近和其他活動(dòng)家來到了華盛頓，敦促官員們采取行動(dòng)，停止把更多資金投入到白人為主的學(xué)校，而不是少數(shù)族群的學(xué)校。

　　"So we're here today to tell them to stop pushing bad policies," said Taylor.

　　泰勒說：“所以我們今天來到這里，告訴他們要停止推行不好的政策。”

　　Jitu Brown is with the Journey for Justice Alliance. He says separation based on race still exists. And he criticizes a recent Supreme Court decision, it ruled that the state of Michigan can bar public colleges and universities from considering a person's race when they decide whom to admit. Education officials say the number of African-American students has decreased at schools in states with similar bans.

　　布朗就職于正義聯(lián)盟之旅。他說基于種族的隔離仍然存在。他還批評(píng)最高法院最近判決密歇根州禁止公立大專院校在錄取學(xué)生時(shí)考慮其種族。教育官員說，在有著類似禁令的一些州，非洲裔學(xué)生人數(shù)有所下降。

　　有關(guān)教育的文章中英文對(duì)照2

　　每個(gè)孩子都需要一個(gè)冠軍

　　have spent my entire life either at the schoolhouse, on the way to the schoolhouse, or talking about what happens in the schoolhouse. Both my parents were educators, my maternal grandparents were educators, and for the past 40 years I've done the same thing. And so, needless to say, over those years I've had a chance to look at education reform from a lot of perspectives. Some of those reforms have been good. Some of them have been not so good. And we know why kids drop out. We know why kids don't learn. It's either poverty, low attendance, negative peer influences. We know why. But one of the things that we never discuss or we rarely discuss is the value and importance of human connection, relationships.

　　我這輩子，要么是在學(xué)校，要么在去學(xué)校的路上， 要么是在討論學(xué)校里發(fā)生了什么事。 我的父母都是教育家， 我的外祖父母也都是搞教育的， 過去40年我也在從事同樣的事業(yè)。 所以，很顯然，過去的這些年里， 我有機(jī)會(huì)從各個(gè)角度 審視教育改革。 一些改革是有成效的。 而另一些卻收效甚微。 我們知道孩子們?yōu)槭裁吹絷?duì)輟學(xué)。 我們知道孩子們?yōu)槭裁磳W(xué)不下去。 原因無(wú)非是貧窮，低出席率， 同齡人的壞影響。我們知道為什么。 但是我們從未討論 或者極少討論的是 人和人之間的那種聯(lián)系的價(jià)值和重要性， 這就是“關(guān)系”。

　　James Comer says that no significant learning can occur without a significant relationship. George Washington Carver says all learning is understanding relationships. Everyone in this room has been affected by a teacher or an adult. For years, I have watched people teach. I have looked at the best and I've look at some of the worst.

　　James Comer (美國(guó)著名兒童精神科醫(yī)師)說過 ，沒有強(qiáng)有力的聯(lián)系，學(xué)習(xí)就不會(huì)有顯著的進(jìn)步。 George Washington Carver(美國(guó)著名教育學(xué)家)說過，學(xué)習(xí)就是理解各種關(guān)系。 在座的各位都曾經(jīng)被一位老師 或者一個(gè)成年人影響過。 這么多年，我都在看人們?cè)趺唇虒W(xué)。 我看過最好的也看過最差的。

　　A colleague said to me one time, "They don't pay me to like the kids. They pay me to teach a lesson. The kids should learn it. I should teach it. They should learn it. Case closed."

　　一次有個(gè)同事跟我說， “我的職責(zé)不是喜歡那些孩子們。 我的職責(zé)是教書。 孩子們就該去學(xué)。 我管教課，他們管學(xué)習(xí)。就是這么個(gè)理兒。”

　　Well, I said to her, "You know, kids don't learn from people they don't like."

　　然后，我就跟她說， “你知道，孩子們可不跟他們討厭的人學(xué)習(xí)。”

　　(Laughter) (Applause)

　　(笑聲)(掌聲)

　　She said, "That's just a bunch of hooey."

　　她接著說，“一派胡言。”

　　And I said to her, "Well, your year is going to be long and arduous, dear."

　　然后我對(duì)她說，“那么，親愛的，你這一年會(huì)變得 十分漫長(zhǎng)和痛苦。”

　　Needless to say it was. Some people think that you can either have it in you to build a relationship or you don't. I think Stephen Covey had the right idea. He said you ought to just throw in a few simple things, like seeking first to understand as opposed to being understood, simple things like apologizing. You ever thought about that? Tell a kid you're sorry, they're in shock.

　　事實(shí)也果真如此。有些人認(rèn)為 一個(gè)人或者天生可以建立一種關(guān)系 或者不具有這種能力。 我認(rèn)為Stephen Covey(美國(guó)教育家)是對(duì)的。 他說你只需要做一些簡(jiǎn)單的事情， 比如試著首先理解他人，而不是想要被理解， 比如道歉。 你想過嗎? 跟一個(gè)孩子說你很對(duì)不起，他們都驚呆了。

　　I taught a lesson once on ratios. I'm not real good with math, but I was working on it. And I got back and looked at that teacher edition. I'd taught the whole lesson wrong. (Laughter)

　　我有一次講比例。 我數(shù)學(xué)不是很好，但是我當(dāng)時(shí)在教數(shù)學(xué)。 然后我下了課，翻看了教師用書。 我完全教錯(cuò)了。(笑聲)

　　So I came back to class the next day, and I said, "Look, guys, I need to apologize. I taught the whole lesson wrong. I'm so sorry."

　　所以我第二天回到班上說， “同學(xué)們，我要道歉。 我昨天的課都教錯(cuò)了。我非常抱歉。”

　　They said, "That's okay, Ms. Pierson. You were so excited, we just let you go." (Laughter) (Applause)

　　他們說，“沒關(guān)系，Pierson老師。 你當(dāng)時(shí)教得非常投入，我們就讓你繼續(xù)了。” (笑聲)(掌聲)

　　I have had classes that were so low, so academically deficient that I cried. I wondered, how am I going to take this group in nine months from where they are to where they need to be? And it was difficult. It was awfully hard. How do I raise the self-esteem of a child and his academic achievement at the same time?

　　我曾經(jīng)教過程度非常低的班級(jí)， 學(xué)術(shù)素養(yǎng)差到我都哭了。 我當(dāng)時(shí)就想，我怎么能在9個(gè)月之內(nèi) 把這些孩子 提升到他們必須具備的水平? 這真的很難，太艱難了。 我怎么能讓一個(gè)孩子重拾自信的同時(shí) 他在學(xué)術(shù)上也有進(jìn)步?

　　One year I came up with a bright idea. I told all my students, "You were chosen to be in my class because I am the best teacher and you are the best students, they put us all together so we could show everybody else how to do it."

　　有一年我有了一個(gè)非常好的主意。 我告訴我的學(xué)生們， “你們進(jìn)了我的班級(jí)，因?yàn)槲沂亲詈玫睦蠋煟銈兪亲詈玫膶W(xué)生， 他們把我們放在一起來給其他人做個(gè)好榜樣。”

　　One of the students said, "Really?" (Laughter)

　　一個(gè)學(xué)生說，“真的嗎?” (笑聲)

　　I said, "Really. We have to show the other classes how to do it, so when we walk down the hall, people will notice us, so you can't make noise. You just have to strut." And I gave them a saying to say: "I am somebody. I was somebody when I came. I'll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here. I have things to do, people to impress, and places to go."

　　我說，“當(dāng)然是真的。我們要給其他班級(jí)做個(gè)榜樣， 當(dāng)我們走在樓道里， 因?yàn)榇蠹叶紩?huì)注意到我們，我們不能吵鬧。 大家要昂首闊步。” 我還給了他們一個(gè)口號(hào)：“我是個(gè)人物。 我來的時(shí)候是個(gè)人物。 我畢業(yè)的時(shí)候會(huì)變成一個(gè)更好的人物。 我很有力，很強(qiáng)大。 我值得在這里受教育。 我有很多事情要做，我要讓人們記住我， 我要去很多地方。”

　　And they said, "Yeah!"

　　然后他們說：“是啊!”

　　You say it long enough, it starts to be a part of you.

　　如果你長(zhǎng)時(shí)間的這么說， 它就會(huì)開始變成事實(shí)。

　　And so — (Applause) I gave a quiz, 20 questions. A student missed 18. I put a "+2" on his paper and a big smiley face.

　　所以 - (掌聲) 我做了一個(gè)小測(cè)驗(yàn)，20道題。 一個(gè)孩子錯(cuò)了18道。 我在他了卷子上寫了個(gè)“+2”和一個(gè)大的笑臉。

　　He said, "Ms. Pierson, is this an F?"

　　他說，“Pierson老師，這是不及格嗎?”

　　I said, "Yes."

　　我說，“是的。”

　　He said, "Then why'd you put a smiley face?"

　　他接著說，“那你為什么給我一個(gè)笑臉?”

　　I said, "Because you're on a roll. You got two right. You didn't miss them all." I said, "And when we review this, won't you do better?"

　　我說，“因?yàn)槟阏凉u入佳境。 你沒有全錯(cuò)，還對(duì)了兩個(gè)。” 我說，“我們復(fù)習(xí)這些題的時(shí)候， 難道你不會(huì)做得更好嗎?”

　　He said, "Yes, ma'am, I can do better."

　　他說，“是的，老師。我可以做得更好。”

　　You see, "-18" sucks all the life out of you. "+2" said, "I ain't all bad." (Laughter) (Applause)

　　大家看，“-18”讓人感覺想死。 “+2”意味著，“我沒有那么糟。” (笑聲)(掌聲)

　　For years I watched my mother take the time at recess to review, go on home visits in the afternoon, buy combs and brushes and peanut butter and crackers to put in her desk drawer for kids that needed to eat, and a washcloth and some soap for the kids who didn't smell so good. See, it's hard to teach kids who stink. And kids can be cruel. And so she kept those things in her desk, and years later, after she retired, I watched some of those same kids come through and say to her, "You know, Ms. Walker, you made a difference in my life. You made it work for me. You made me feel like I was somebody, when I knew, at the bottom, I wasn't. And I want you to just see what I've become."

　　好多年了，我看著我媽媽利用課間休息時(shí)間批改作業(yè)， 下午去家訪， 買梳子、刷子、花生醬和餅干，把他們放在自己的抽屜里給那些餓了的孩子們吃， 還有為那些臟孩子們準(zhǔn)備了一條毛巾和一些肥皂。 看吧，教那些發(fā)臭的孩子是困難的一件事。 而孩子們有時(shí)也是比較“殘忍”的。 所以她把這些東西都放在她的抽屜里， 然后過了很多年，在她退休以后， 我看到一些當(dāng)年的孩子們回來告訴她， “您知道，Walker老師， 您改變了我的生活。 您讓它有了意義。 您讓我覺得我是個(gè)人物， 雖說在心底我知道我不是。 我就是想讓您看看我現(xiàn)在成為了個(gè)什么樣的人。”

　　And when my mama died two years ago at 92, there were so many former students at her funeral, it brought tears to my eyes, not because she was gone, but because she left a legacy of relationships that could never disappear.

　　當(dāng)我媽媽兩年前以92歲高齡去世的時(shí)候， 有好多好多的以前的學(xué)生來參加了她的葬禮， 我哭了，不是因?yàn)樗ナ懒耍?而是因?yàn)樗粝铝诉@些永遠(yuǎn)不會(huì)消失的各種聯(lián)系。

　　Can we stand to have more relationships? Absolutely. Will you like all your children? Of course not. And you know your toughest kids are never absent. (Laughter) Never. You won't like them all, and the tough ones show up for a reason. It's the connection. It's the relationships. And while you won't like them all, the key is, they can never, ever know it. So teachers become great actors and great actresses, and we come to work when we don't feel like it, and we're listening to policy that doesn't make sense, and we teach anyway. We teach anyway, because that's what we do.

　　我們真的可以有更多的關(guān)系嗎?當(dāng)然可以。 你會(huì)喜歡你所有的學(xué)生嗎?當(dāng)然不。 你也知道那些最難搞的孩子總是很難甩掉。 (笑聲) 永遠(yuǎn)不會(huì)。你不會(huì)喜歡每一個(gè)人， 然而難搞的那幾個(gè)的出現(xiàn)也是有理由的。 這就是聯(lián)系，是關(guān)系。 當(dāng)你不會(huì)喜歡他們每一個(gè)人的時(shí)候， 關(guān)鍵就是他們永遠(yuǎn)也不會(huì)知道這一點(diǎn)。 所以老師們變成偉大的演員， 我們得強(qiáng)迫自己工作， 我們得聽從那些毫無(wú)道理的政策， 我們還得上課。 我們還得上課，因?yàn)檫@是我們的責(zé)任。

　　Teaching and learning should bring joy. How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.

　　教學(xué)和學(xué)習(xí)應(yīng)該是讓人愉快的事情。 我們的世界會(huì)變得多么的強(qiáng)大 如果我們的孩子都不害怕接受挑戰(zhàn)， 不害怕思考， 都贏得了一個(gè)冠軍? 每個(gè)孩子都可以成為一個(gè)冠軍， 一個(gè)成年人要永遠(yuǎn)不放棄他們， 懂得聯(lián)系的強(qiáng)大力量， 堅(jiān)信他們可以變成那個(gè)最好的自己。

　　Is this job tough? You betcha. Oh God, you betcha. But it is not impossible. We can do this. We're educators. We're born to make a difference.

　　這個(gè)職業(yè)很艱巨不?當(dāng)然。上帝，毫無(wú)疑問。 但是這不是不可能的。 我們可以的，因?yàn)槲覀兪墙逃摇?我們天生就是重塑他人的。

　　Thank you so much.

　　非常感謝大家。

　　(Applause)

　　有關(guān)教育的文章中英文對(duì)照3

　　美國(guó)應(yīng)屆畢業(yè)生就業(yè)面臨四大挑戰(zhàn)

　　Graduating college students face a mixed job market at best this year, and most will leave school without an offer in hand, despite an uptick in hiring by on-campus recruiters.

　　對(duì)于即將在今年畢業(yè)的美國(guó)大學(xué)生而言，他們面臨的是一個(gè)充其量只能說是喜憂參半的就業(yè)市場(chǎng)。盡管進(jìn)校園招聘的企業(yè)的招聘人數(shù)有所上升，大多數(shù)畢業(yè)生仍將無(wú)所斬獲離開學(xué)校。

　　A survey of employers by the National Association of Colleges and Employers showed those that recruit on campuses plan to boost hiring of new grads by 10.2% from last year. However, on-campus recruiting is only a small slice of the pie -- the bulk of graduates find jobs on their own.

　　Associated Press全美高校與雇主協(xié)會(huì)(National Association of Colleges and Employers)對(duì)招聘企業(yè)展開的一項(xiàng)調(diào)查顯示，參與校園招聘的企業(yè)今年的應(yīng)屆畢業(yè)生計(jì)劃招聘人數(shù)比去年增加了10.2%。然而，校園招聘只占就業(yè)市場(chǎng)很小一部分，大多數(shù)畢業(yè)生還是得自己走出校園找工作。

　　In a study to be released Thursday, the John J. Heldrich Center for Workforce Development at Rutgers University found that recent graduates are taking awhile to find work. Only 49% of graduates from the classes of 2009 to 2011 had found a full-time job within a year of finishing school, compared with 73% for students who graduated in the three years prior.

　　羅格斯大學(xué)(Rutgers University)約翰•黑爾德里希人力發(fā)展中心(John J. Heldrich Center for Workforce Development)在上周發(fā)布的研究報(bào)告中指出，新近畢業(yè)的大學(xué)生要花不少時(shí)間才能找到工作。在2009年至2011年期間畢業(yè)的大學(xué)生中，只有49%的人在畢業(yè)一年內(nèi)找到全職工作，2006至2008年期間畢業(yè)的大學(xué)生的這一比例為73%。

　　Overall, the unemployment rate among 20- to 24-year-olds with bachelor's degrees was 6.4% in April, compared with 8.1% for the overall population, according to the Labor Department.

　　根據(jù)美國(guó)勞工部(Labor Department)公布的數(shù)據(jù)，總體說來，4月份美國(guó)擁有學(xué)士學(xué)位的20歲至24歲年輕人的失業(yè)率為6.4%，而總?cè)丝诘氖I(yè)率為8.1%。

　　Experts say four broad issues will make it tougher for today's graduates to launch their careers and succeed over the long run.

　　就業(yè)問題專家稱，當(dāng)今的畢業(yè)生若要開啟職業(yè)生涯并在未來獲得成功更加艱難，他們將要面臨四大挑戰(zhàn)。

　　FIRST, the job market is still far from booming: March and April's disappointing job numbers -- employers added only 154,000 and 115,000 jobs, respectively, compared with an average gain of about 250,000 in the previous three months -- suggest the recovery remains fragile. The downbeat news echoes a pattern in the past two years, when much-heralded economic 'green shoots' early in the year failed to blossom into sustained improvement.

　　首先，就業(yè)市場(chǎng)還遠(yuǎn)遠(yuǎn)算不上繁榮。3月份和4月份的就業(yè)數(shù)據(jù)均令人失望，分別只增加了154,000個(gè)和115,000個(gè)工作崗位，而之前三個(gè)月平均每月約增加250,000個(gè)崗位，這表明經(jīng)濟(jì)復(fù)蘇依然疲軟。這個(gè)讓人沮喪的消息與過去兩年的模式頗為相似──年初大舉宣揚(yáng)的經(jīng)濟(jì)復(fù)蘇苗頭最終未能進(jìn)一步發(fā)展為持續(xù)的改善。

　　On the positive side, Americans are quitting their jobs in higher numbers, leaving behind openings for which new graduates can apply. In February, the last month for which data are available, two million people gave notice, according to the Labor Department. While still historically low, it is the highest number of resignations since November 2008. That churn -- the natural turnover that occurs as workers quit or retire -- is a sign of slowly improving economic confidence and good news for new grads and all unemployed people.

　　積極的一面是，美國(guó)的辭職人數(shù)也有所增加，騰出的職位空缺可供新近畢業(yè)的大學(xué)生申請(qǐng)。據(jù)美國(guó)勞工部的數(shù)據(jù)顯示，在2月份(有數(shù)據(jù)可查的最后一個(gè)月)，美國(guó)有200萬(wàn)人提出了辭職申請(qǐng)。雖然該數(shù)據(jù)依舊處于歷史低點(diǎn)，卻是2008年11月以來的最高值。人員流失率(因員工辭職或退休出現(xiàn)的人員的自然流動(dòng))上升是經(jīng)濟(jì)信心逐步緩慢回升的一個(gè)跡象，對(duì)剛畢業(yè)的大學(xué)生以及所有失業(yè)者來說都是個(gè)好消息。

　　SECOND, the class of 2012 faces tougher competition thanks to what Carl Van Horn, director of the Heldrich Center, calls 'the recession hangover.' Young adults who graduated into the dire labor market of 2008 and 2009 and have been out of work or underemployed since are applying for the same jobs as new grads are. The same goes for earlier grads who were laid off during the recession. Those job candidates, many of whom likely have more experience than new grads, may have an edge, Mr. Van Horn says.

　　其次，受到約翰·黑爾德里希人力發(fā)展中心主任卡爾•范霍恩(Carl Van Horn)所稱的“衰退后遺癥”的影響，2012年畢業(yè)的學(xué)生面臨著更加殘酷的就業(yè)競(jìng)爭(zhēng)。一方面，畢業(yè)于2008年和2009年、一直未就業(yè)或者未充分就業(yè)的年輕人會(huì)與今年的應(yīng)屆畢業(yè)生競(jìng)爭(zhēng)相同崗位;另一方面，早前畢業(yè)但在經(jīng)濟(jì)衰退期被解雇的人也會(huì)加入競(jìng)爭(zhēng)。范霍恩稱，這些求職者可能比應(yīng)屆畢業(yè)生更有優(yōu)勢(shì)，因?yàn)樗麄儺?dāng)中許多人的工作經(jīng)驗(yàn)更豐富。

　　In a better position might be those seniors who took advantage of on-campus recruitment programs. Lauren Martinez, 22 years old, will graduate from Macalester College in St. Paul, Minn., on Saturday with an entry-level consulting job in hand. Competition during recruiting season felt 'hard but not terrible,' says Ms. Martinez, who received two job offers. Her friends who are graduating without full-time jobs, she adds, have mostly lined up volunteer work, internships and temporary research positions while they continue to search for permanent work.

　　境遇好些的可能是那些通過校園招聘得償所愿的畢業(yè)班學(xué)生?，F(xiàn)年22歲的勞倫•馬丁內(nèi)茲(Lauren Martinez)上周六剛從明尼蘇達(dá)州圣保羅的馬卡萊斯特學(xué)院(Macalester College)畢業(yè)，她即將從事一份初級(jí)的咨詢工作。她說求職季的競(jìng)爭(zhēng)“艱難但并不可怕”，最終她獲得了兩個(gè)工作機(jī)會(huì)。她還說，那些畢業(yè)沒找到全職工作的朋友大多數(shù)找到了志愿者工作、實(shí)習(xí)工作以及臨時(shí)性的研究工作，同時(shí)他們也在繼續(xù)尋找固定工作。

　　THIRD, a debt burden looms. Two-thirds of students from the class of 2010, the latest figures available, graduated with student loans, with an average tab of ,250 -- up 5% from the previous year -- according to The Institute for College Access & Success, an independent group that promotes higher education affordability.

　　再次，債務(wù)負(fù)擔(dān)也是一大隱患。據(jù)美國(guó)大學(xué)入學(xué)及成功協(xié)會(huì)(The Institute for College Access & Success)的數(shù)據(jù)顯示，2010年(有最新數(shù)據(jù)可查的一年)畢業(yè)的學(xué)生中，有三分之二的人在畢業(yè)時(shí)背負(fù)著助學(xué)貸款，平均負(fù)債額為25,250美元，較上一年上升了5%。該協(xié)會(huì)是一家旨在提高高等教育可承受度的獨(dú)立機(jī)構(gòu)。

　　Tuition isn't getting any cheaper, so loan figures are expected to be even higher for the current crop of graduates. That means a greater share of any starting salaries they receive would go to repaying lenders, rather than to rent, furnishings or a down-payment fund for a house, delaying financial independence for many young adults.

　　如今的大學(xué)學(xué)費(fèi)一點(diǎn)也不比以前便宜，因此當(dāng)前這批畢業(yè)生的欠款額可能還會(huì)更高。這意味著他們初期獲得的薪水將用于償還貸款，而不是用來付房租、買家具或是支付房子的首付款，這使得許多年輕人財(cái)政獨(dú)立的時(shí)間向后推遲。

　　LAST, even when new graduates do find jobs, their starting salaries tend to be lower than those for their counterparts who graduated a decade earlier, adjusted for inflation. With a lower base pay, research shows they may never catch up.

　　最后，即使新近畢業(yè)的學(xué)生找到了工作，他們的起薪經(jīng)通脹因素調(diào)整后往往會(huì)比10年前的畢業(yè)生低。研究顯示，由于基本工資更低，他們也許永遠(yuǎn)也趕不上以前畢業(yè)生的水平。

　　According to the Economic Policy Institute, a left-leaning think tank, entry-level, college-educated men age 23-29 earned an average .68 an hour in 2011, an inflation-adjust drop of 7.6% from 2000. For women, the corresponding figure fell 6%, to .80. Men and women both earn just a bit more than they did in 1989, when measured in 2011 dollars.

　　據(jù)美國(guó)左傾智庫(kù)經(jīng)濟(jì)政策研究所(Economic Policy Institute)的數(shù)據(jù)顯示，在2011年，受過大學(xué)教育、從事初級(jí)工作的23歲至29歲男性的平均時(shí)薪為21.68美元，經(jīng)通脹因素調(diào)整后比2000年降低了7.6%;同樣條件的女性的這一數(shù)據(jù)下降了6%至18.80美元。按照美元在2011年的購(gòu)買力水平衡量，這些人的工資只比1989年高出些許。

　　Many students nonetheless express optimism, though perhaps that is simply the Lake Wobegon effect: They might believe they're all above-average after years of positive reinforcement from their parents. In the same vein, they may see themselves as exceptions to the rules of the job market.

　　許多學(xué)生還是表現(xiàn)出樂觀態(tài)度，盡管這可能只是烏比岡湖效應(yīng)(Lake Wobegon effect，注：指人們對(duì)于自身的性格和能力等抱有不切實(shí)際的樂觀態(tài)度)的體現(xiàn)──他們可能是認(rèn)為自己經(jīng)過父母多年的積極培養(yǎng)后比普通人優(yōu)秀。出于同樣的道理，他們可能也認(rèn)為自己能夠免受就業(yè)市場(chǎng)規(guī)律的影響。