本科毕业设计（论文）外文翻译原文：Meeting the Unique Needs of the Children of Migrant Farm Workers.The migrant population is the most undereducated major subgroup in the United States. The high school dropout rate of the children of migrant farm workers is 43 percent, higher than any other group in the United States (National Council of La Raza 1990). It is estimated that over 70 percent of migrants have not completed high school, and 75 percent are functionally illiterate (Hodgkinson 1985). Inadequate education coupled with meager language skills limit their employment potential for jobs that offer nothing more than a low hourly wage. For instance, migrant farm workers earn less than $5,000 per year (Rothenberg 1998), well short of the U.S. median household income of $40,800 per year (U.S. Bureau of the Census 1999) and far below the 2002 U.S. poverty level of $18,100 for a family of four With that type of income, more than two-thirds of our nations migrant households and roughly 75 percent of migrant children live below the national poverty line (Davis 1997). Without education, many of the estimated 800,000 migrant children will inherit their parents 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 lifestyles high mobility serves as the greatest impediment to educational success. Estimates indicate that students lose as many as two weeks of school per move, with 25 percent of migrant students enrolling in school more than thirty days after the new school year begins (Research Triangle Institute 1992). Not only do they get a late start, but some migrant families move in and out of school districts as many as ten times during a single school year (Trotter 1992, 15). The frequent changes force the children to make numerous adjustments to new friends, academic expectations, and varying graduation requirements (Whittaker 1997).Migrant families occupy a low status in communities because of their work, language differences, and ethnic background. The language barrier isolates migrant families and creates tension with local residents (Ford 1988). Migrant children sense that they do not belong, and their feelings of inferiority are often reinforced by their peers thoughtlessness and teasing. The situation worsens when migrants become victims of stereotypes played out in the form of prejudice and discrimination. For example, teachers often believe that students with poor English skills are slow and therefore group them accordingly. This hinders the childrens academic development and plays a significant role in promoting low self-esteem (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, community, and the larger society (King-Stoops 1980, 21). The interruptions in their education and the inability of the school to understand their culture and meet their needs slowly deplete the childs perseverance toward graduation and play a major role in migrant students dropping out of school (Velazquez 1996). With so many obstacles in the path of their educational success, rural migrant students may be the most disadvantaged student population in America (Perry 1997).Findings and Results The findings present several important problems that schools must understand and address to meet the needs of migrant students. Overall, findings indicate that there are several obstacles to the educational success of migrant students. First, many of the teachers were unaware of their own beliefs about migrant students and were influenced by stereotypes that guided their behavior and actions. In interviews, teachers pointed out that they often lacked insight into their own teaching and how their view of migrant students played out in the classroom through the formal, hidden, and null curricula. For example, one teacher who grew up in the county where the school was located talked about how he had become aware of the stereotype he once held that migrant parents and their children did not value education or the opportunities that schools provided. He believed that type of thinking lowered his expectations of migrant students, which clearly affected their education.Although the teachers understood the importance of integrating migrant culture into their teaching, several fell short in developing complex understandings of not only migrant culture, but also how the use of migrant students cultural backgrounds can enhance their self-concepts and improve their chances for educational success. Every teacher interviewed talked about the need to understand migrant culture and to attempt to integrate that culture into the classroom in a meaningful way. Later discussion demonstrates teachers various levels of accomplishment in doing that.Finally, m