【正文】 重要的文化關(guān)聯(lián) 因?yàn)槲幕瘺_突在農(nóng)民工學(xué)生和教師之間是普遍存在的， SMEP 老師承認(rèn)，他們必須愿意去了解移民文化，并將其融入到課程當(dāng)中和學(xué)生產(chǎn)生互動。他們可能更愿意挑戰(zhàn)校規(guī)，因?yàn)樗麄儾挥妹媾R長期的后果。然而，并非所有的矛盾都是由學(xué)生“態(tài)度不好“或任何其他強(qiáng)加給他們的刻板印象而引起的。學(xué)生的文化價值如果并不是像期望的標(biāo)準(zhǔn)一樣就會得 到不敬的或故意鬧事這種負(fù)面評價。然而，他們相信所有的教師和管理人員必須參與這一進(jìn)程，如果需要的話 ，還需要改變他們的看法和教學(xué)實(shí)踐。批判反思是蓄意的、批判的審查和完善教育實(shí)踐，同時考慮個人、倫理、社會和學(xué)校教育等各方面。他認(rèn)為那種對農(nóng)民工學(xué)生降低期望的想法會影響了他們的教育。特羅特， 1992） 農(nóng)民工子女學(xué)生經(jīng)常發(fā)現(xiàn)自己所受的創(chuàng)傷一個接著一個。估計表明，每次農(nóng)民工轉(zhuǎn)移，學(xué)生在校時間只有兩周 ,而且農(nóng)民工學(xué)生入學(xué)超過三十天 并維持到下學(xué)年開學(xué)的只有 25%（三角國際研究所， 1992）。農(nóng)民工子女的高中退學(xué)率是 43%,比美國其他任何群體的比率都要高。s attitudes toward migrant students? To what degree should migrant students be forced to assimilate? Do I ever consider the cultural background of migrant students? How will I handle particular situations that might occur with migrant students? Not only should teachers reflect on their beliefs and views, but they must consider how educational practices might work to discourage or disadvantage migrant students. Some of the teachers surveyed expressed the frustration, embarrassment, or feelings of inadequacy that often result from the reflective process. However, they believe that all teachers and administrators must engage in this process and, if needed, change their views and teaching practices. It seems that the more teachers reflect about their teaching of migrant students, the more aware they bee of the unique needs of migrant students. This awareness enables them to make better sense of their work at school and in turn meet the needs of migrant students, which supports Palmer39。s academic development and plays a significant role in promoting low selfesteem (Trotter 1992). Migrant students frequently find themselves in one traumatic situation after another. . . . Their confidence is shaken daily, and with each passing year, they show an increasing lack of trust in the school, munity, and the larger society (KingStoops 1980, 21). The interruptions in their education and the inability of the school to understand their culture and meet their needs slowly deplete the child39。 occupation and lifestyle as they attempt to sustain themselves (Trotter 1992). The reasons for the lack of education among migrant workers are many, but the migrant lifestyle39。s view of the world. More important is an understanding of the influence that those stereotypes have, because prejudices are not typically expressed as simple exclusionary rules or hateful epithets. They are often cultural beliefs subtly enacted by wellmeaning classmates and teachers, and their most devastating effects work fro m within the psyche of the affected person (Oakes and Lipton 1999, 202). Because the teachers believe migrant stereotypes often influence their teaching, they point out that all teachers need to reflect on their views of migrant students and how stereotypes might affect their teaching. From daily observations, it became apparent that classroom situations or derogatory ments by students, colleagues, and munity members served as a catalyst for teachers39。s frequent uprooting leaves migrant children feeling unstable, that they have little control over their lives, and that many aspects of their lives are temporary. Why should migrant students invest time and energy in school or relationships and risk being hurt or disappointed when their situation changes so frequently? Teachers at the school pointed out tha t migrant students often withdraw from other students. They may not do as much academic work as they should, since they know they will be leaving soon. They are reluctant to get involved in sports or extracurricular activities because they will probably leave in the middle of the season. They might be more willing to challenge school rules, since it is doubtful they will face any longterm consequences. Because of their willingness to challenge school rules, migrant students are accused of having a poor attitude, being lazy