All they wanna do is go the distance

他們想做的就是堅(jiān)持到底

?

Working-class parents might have changed their behaviour in response to market forces. In America the wage premium for completing a college degree has risen from 29% to 45% since 1979. Not surprisingly, poorer parents have become more ambitious for their children. The proportion of parents in the poorest quintile of America’s population who expect their children to get no further than high school fell from 24% in 1998-99 to just 11% in 2010-11.

工人階級(jí)的父母?jìng)兛赡芤呀?jīng)改變了他們的行為以應(yīng)對(duì)市場(chǎng)力量。在美國(guó)，完成大學(xué)學(xué)位的工資溢價(jià)從1979年的29%上升到45%。毫不奇怪，貧窮的父母對(duì)他們的孩子更有野心。美國(guó)最貧窮的五分之一人口中，期望孩子止步于高中的父母比例從1998-99年的24%下降到2010-11年的11%。

詞匯

premium /額外費(fèi)用；(商)溢價(jià)

quintile /五分之一

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Another possibility is that training has changed attitudes and behaviour. Joy is being assisted by an organisation called ParentChild+, which has been sending books and toys to poor families, and guiding parents to play in more stimulating ways, since the 1960s. It now caters to 8,500 households in America each year and is expanding elsewhere. Evaluations of ParentChild+ and similar programmes have mostly shown that they work. They are too small to have much of an impact nationally. But they may have helped change norms by spreading the idea that reading and playing with children are important.

另一種可能是，培訓(xùn)改變了人們的態(tài)度和行為。Joy得到了一個(gè)名為ParentChild+的組織的幫助，該組織自20世紀(jì)60年代以來(lái)一直在給貧困家庭送書(shū)和玩具，并指導(dǎo)父母?jìng)冇酶?/span>具有激勵(lì)性的方式（與孩子們）玩耍。目前，該公司每年在美國(guó)為8500戶家庭提供服務(wù)，并正在向其他地區(qū)擴(kuò)張。對(duì)ParentChild+和類(lèi)似項(xiàng)目的評(píng)估大多表明它們是有效的。但其業(yè)務(wù)面太小，不足以在全國(guó)范圍內(nèi)產(chǎn)生很大影響。但是，通過(guò)傳播閱讀和與孩子玩耍很重要的觀念，他們可能已經(jīng)幫助改變了規(guī)范。

Day care, which usually happens outside children’s homes, is common enough to make a difference. It is becoming more so as governments promote it. In the OECD?the proportion of three-year-olds enrolled in pre-primary education rose from 62% in 2005 to 70% in 2014. As well as affecting children directly, these programmes could be changing their parents’ behaviour. A large evaluation of Head Start, America’s programme for poor children, found that enrolling three-year-olds raised the proportion who were read to at home.

日托通常發(fā)生在孩子們的家里以外，這非常普遍以至于足以產(chǎn)生影響。隨著各國(guó)政府的推動(dòng)，托管越來(lái)越普及。在經(jīng)合組織國(guó)家，三歲兒童接受學(xué)前教育的比例從2005年的62%上升到2014年的70%。除了直接影響兒童之外，這些方針還可能改變他們父母的行為。一項(xiàng)針對(duì)美國(guó)貧困兒童的學(xué)前教育計(jì)劃(Head Start)的大規(guī)模評(píng)估發(fā)現(xiàn)，讓三歲的孩子在家里讀書(shū)的比例提高了。

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Another possible explanation for the change is that the working class is different. Sarah Walzer, the chief executive of ParentChild+, says that her outfit encounters many more immigrant families than it used to. Immigrant parents are often ambitious for their offspring, enduring hardship and loneliness to give them better lives. Dina, the mother of a three-year-old boy, moved to America from El Salvador. She does not have a job, and her husband works in a pizza parlour, making the family Squarely working class. But Dina, who went to college in El Salvador, has the aspirations of a middle-class parent.

另一種可能的解釋是工人階級(jí)不同了。ParentChild+的首席執(zhí)行官Sarah Walzer說(shuō)，她的公司遇到的移民家庭比以前多得多。移民父母往往對(duì)子女懷有雄心壯志，忍受艱辛和孤獨(dú)，只為讓子女過(guò)上更好的生活。Dina，一個(gè)三歲男孩的母親，從薩爾瓦多搬到了美國(guó)。她沒(méi)有工作，她的丈夫在一家披薩店工作，這使她的家庭成為不折不扣的工人階級(jí)。但在薩爾瓦多上過(guò)大學(xué)的 Dina有著中產(chǎn)階級(jí)父母的志向。

詞匯

Offspring/后代，子孫

Squarely/干脆；正好的

Just as working-class children were catching up, covid-19 hit. School-age children were sent home to households where parents were already juggling pre-school children and their own work. This has been hardest on the poor. Academics at Harvard University discovered that American children did less work on a popular maths website in March and April, with the biggest decline in poor areas. The National Foundation for Educational Research surveyed British teachers in May, two months after the lockdown began. More than half reported that poor children were less engaged with their homework than others.

就在工人階級(jí)的孩子們趕上來(lái)的時(shí)候，新冠爆發(fā)了。學(xué)齡兒童被送回家，在那里，家長(zhǎng)們已經(jīng)在應(yīng)付學(xué)前班孩子和自己的工作了。這對(duì)窮人來(lái)說(shuō)是最困難的。哈佛大學(xué)的學(xué)者發(fā)現(xiàn)，美國(guó)兒童在3、4月份在一個(gè)受歡迎的數(shù)學(xué)網(wǎng)站上花的時(shí)間更少，貧困地區(qū)降幅最大。全國(guó)教育研究基金會(huì)(National Foundation for Educational Research)在封鎖開(kāi)始兩個(gè)月后的5月份對(duì)英國(guó)教師進(jìn)行了調(diào)查。超過(guò)一半的人表示，貧困家庭的孩子對(duì)家庭作業(yè)的投入不如其他孩子。

But if the teachers were right about poorer children doing less work during lockdown (and they might not have been—few kept close tabs on their charges), it was probably not because parents lacked dedication or ambition. A British survey of almost 3,700 people, known as Understanding Society, found that 30% of parents with no more than GCSE?qualifications spent at least two hours a day helping with home schooling during the lockdown. That proportion is a little higher than the 28% of parents with degrees who said the same. The parents might be exaggerating. But another survey, of children, found the same pattern. As in Spain after the financial crisis, they may have had more time because so many were furloughed or laid off.

但是，如果老師們認(rèn)為貧窮的孩子在封鎖期間做的工作量（學(xué)習(xí)）更少是正確的(他們也許并不會(huì)這么做——但很少有人會(huì)真正做到恪守職責(zé))，這可能不是因?yàn)楦改溉狈Ψ瞰I(xiàn)精神或雄心壯志。英國(guó)一項(xiàng)名為“了解社會(huì)”(Understanding Society)的調(diào)查對(duì)近3700人進(jìn)行了調(diào)查，結(jié)果發(fā)現(xiàn)，有30%?未達(dá)到GCSE【 （英國(guó)）普通中等教育證書(shū)】層次的家長(zhǎng)在封鎖期間每天至少花兩個(gè)小時(shí)輔導(dǎo)家庭教育。這一比率略高于持有證書(shū)的那28%的家長(zhǎng)，而他們也回答道會(huì)進(jìn)行如此時(shí)長(zhǎng)的輔導(dǎo)。家長(zhǎng)可能有點(diǎn)夸張了。但另一項(xiàng)針對(duì)兒童的調(diào)查也發(fā)現(xiàn)了同樣的規(guī)律。就像金融危機(jī)后的西班牙一樣，他們可能有了更多的時(shí)間，因?yàn)楹芏嗳硕急恍菁倩蚪夤土恕?/span>

詞匯

?Furlough/ 休假；暫時(shí)解雇

Can you tell me all I need to know?

你能告訴我所有我需要知道的嗎?

A likelier explanation for the widening gap is that schools asked less of poorer children. Another study of Britain by two sociologists, Sait Bayrakdar and Ayse Guveli, confirmed that the children of less-educated parents did less work during lockdown. Bangladeshi and Pakistani children (who are mostly working class) did especially little. But the researchers found that the single biggest influence on how much work children did was not how educated their parents were but how much work their schools assigned.

一個(gè)對(duì)于貧富孩童之間的逐步擴(kuò)大的差距的可能的解釋是學(xué)校對(duì)貧困孩子的要求更少。另一項(xiàng)由兩名社會(huì)學(xué)家Sait Bayrakdar和Ayse Guveli對(duì)英國(guó)進(jìn)行的研究證實(shí)，受教育程度低的父母的孩子在封鎖期間的工作更少。孟加拉國(guó)和巴基斯坦的兒童(大多是工人階級(jí))做得尤其少。但研究人員發(fā)現(xiàn)，影響孩子們學(xué)習(xí)成績(jī)的最大因素并不是他們的父母受教育程度，而是學(xué)校分配給他們的學(xué)習(xí)量。

Working-class parents have learned to bring up their children in a more stimulating way. The next thing they need to learn from the middle classes is how to nag their children’s teachers.

工薪階層的父母已經(jīng)學(xué)會(huì)了用一種更激勵(lì)的方式來(lái)?yè)狃B(yǎng)他們的孩子。他們需要向中產(chǎn)階級(jí)學(xué)習(xí)的下一件事是如何嘮叨孩子的老師（大概是搞好關(guān)系讓老師更關(guān)心點(diǎn)孩子？）。