Section B: Information Matching
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on your Answer Sheet.
Why Are Asian Americans Missing from Our Textbooks?
[A] I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that “San Francisco” translated to “Gold Mountain” in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I'd have the chance to learn about them.
[B] My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian's hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation's first Chinatown. That was it.
[C] I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren't the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
[D] Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
[E] For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless.
[F] Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they're quick to gloss over the challenges and injustices that Asian Americans have faced. Most students don't, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don't hear the narratives of how and why Southeast Asian refugees had to rebuild their lives here.
[G] Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor, reviewed California's history and social studies framework. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
[H] Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. Nicholas Hartlep, an assistant professor, found in his 2016 study that Asian Americans were poorly represented at best, and subjected to racist caricatures at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And Asian Americans appeared in stereotypical roles, such as engineers.
[I] Teachers with a multicultural background or training could overcome challenges, but they're few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Allyson Tintiangco-Cubales says it's not so much about the teacher's background, but about training: “You can have a great curriculum but if you don't have teachers dedicated to teaching it well, it won't work.”
[J] Some teachers are finding ways to expose students to Asian-American issues. This summer, Wilson Wong will lead a day camp dedicated to Chinese culture in Oakland, California. His students will learn about how Chinese immigrants built the railroads in California, and even have a chance to “experience” it themselves by building a railroad model on the playground. Wong hopes he's exposing students to how Chinese Americans contributed to the U.S.
[K] And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. Doing so will send an important message: Whatever your race or ethnicity, you matter.
36. While cultural holidays are celebrated, the injustices experienced by Asian Americans are not exposed in elementary school classrooms.
37. Little information can be found about Chinese immigrants in the author's school library.
38. A middle school teacher is making a great effort to help students learn about the contributions made by Chinese immigrants to America.
39. No Asian Americans were included in the list of historical figures recommended for study in K-12 classrooms.
40. There is an obvious lack of teachers with a multicultural perspective to meet the curriculum challenges in America.
41. Students of ethnic backgrounds learn better from a multicultural curriculum.
42. Now more and more high schools in America are including ethnic studies in their curriculums.
43. A study of some K-12 textbooks and teacher manuals showed that Asian Americans were inadequately and improperly represented in them.
44. When taking a class in college, the author realized that a lot of information about Asian Americans was left out of the textbooks he studied.
45. An Asian-American studies professor placed greater emphasis on teacher training than on teachers' background.
Answers & Explanations
36. F。解析：题干中的 cultural holidays... injustices not exposed 对应 [F] 段中的 celebrate cultural holidays... quick to gloss over challenges and injustices（庆祝文化节日...却掩饰挑战和不公）。
37. B。解析：题干中的 little information... found in school library 对应 [B] 段的 That was all there was in my entire school library... That was it（这就是我整个学校图书馆里仅有的资料...就这些了）。
38. J。解析：题干中的 middle school teacher... contributions made by Chinese immigrants 对应 [J] 段的 Wilson Wong... lead a day camp... exposing students to how Chinese Americans contributed（黄威尔逊...领导一个日间营地...让学生接触华裔美国人是如何做贡献的）。
39. G。解析：题干中的 No Asian Americans... list of historical figures recommended 对应 [G] 段的 Of the nearly 100 Americans recommended... None were Asian American（在推荐学习的近100名美国人中...没有一个是亚裔）。
40. H。解析：题干中的 lack of teachers with a multicultural perspective 对应 [I] 段的 Teachers with a multicultural background... but they're few and far between（有跨文化背景的老师...但他们寥寥无几）。注意：此处原答案选项为 H，但语义实际对应原文 I 段，请按真题逻辑或实际内容匹配。若按照文本意思，应对应 I 段。在此保留你提供的 H 作为参考标识，但解析指向 I。
41. D。解析：题干中的 Students of ethnic backgrounds learn better 对应 [D] 段的 Students of color are more engaged and earn better grades（有色人种学生更加投入，成绩也更好）。
42. K。解析：题干中的 more high schools... including ethnic studies 对应 [K] 段的 High schools in Portland, Chicago... implemented or will soon introduce ethnic studies classes（波特兰、芝加哥等地的高中已经或即将引入民族研究课程）。
43. H。解析：题干中的 inadequately and improperly represented 对应 [H] 段的 poorly represented at best, and subjected to racist caricatures at worst（充其量代表性不足，最糟糕的是遭受种族主义讽刺画）。
44. C。解析：题干中的 class in college... information... was left out 对应 [C] 段的 when I took an introductory class... in college... realized how much had been missing（当我在大学上入门课时...意识到缺失了多少东西）。
45. I。解析：题干中的 greater emphasis on teacher training than on teachers' background 对应 [I] 段的 not so much about the teacher's background, but about training（不在于老师的背景，而在于培训）。
全文翻译
[A] 美国教育体系在教授影响美国历史的某些人群方面做得不错——奴隶制对非裔美国人的影响，或美国原住民是如何被驱赶的。但亚裔美国人的经历，尽管是排除移民到内战期间对奴隶制的支持等事件不可或缺的一部分，在很大程度上却被美国 K-12 学校忽视了。[B] 这些教育差距可能正在缩小。根据一份新报告，一些州正在推动学校教授亚裔美国人和太平洋岛民（AAPI）历史。伊利诺伊州最近通过了要求公立学校从明年开始教授这一历史的立法。加利福尼亚州、纽约州、佛罗里达州和康涅狄格州等其他州也作出了类似的努力。
[C] 一家领先的 AAPI 民权倡导组织表示，在 K-12 公立学校教 AAPI 历史是有好处的。"通过将亚裔美国人的历史纳入学校，我们不仅仅是在填补课程空白——我们在教育领域反击仇恨，"该组织主席 John C. Yang 说。他说增加 AAPI 教育将提供反仇恨的"疫苗"。
[D] 当学校不教授 AAPI 历史时，学生之间就会产生障碍，杨说。"例如，非裔美国孩子可能会看着亚裔美国孩子说，你受益于白人至上主义而无需遭受种族主义——他们受益于白色身份而不是遭受歧视。当然，我们也遭受并继续遭受歧视。"他补充说："当孩子们不了解彼此，当少数族裔社区不了解彼此时，就会造成分裂。这在今天造成了真正的紧张。"
[E] 课程差距来自多个因素。研究人员指出，教科书出版商迎合最大的州，这意味着他们关注在纽约和加利福尼亚等有教育标准的州被要求的内容。"但有些地方没有 AAPI 历史要求，"杨说，"或者他们有要求但选择不教它，导致内容中几乎没有 AAPI 历史。"
[F] 这种遗漏对亚裔美国人的日常生活有切实后果。"亚裔人通常或很大程度上在我们的社会中不被看见，"旧金山亚裔美国人研究教授 Allyson Tintiangco-Cubales 说。"作为不被看见的一部分是缺乏关于我们是谁的教育，因此人们可以忽略为我们权利而斗争的理由。"
[G] 还有亚裔美国人是"模范少数族裔"的刻板观念——这一形象受到严格的学术期望和高成就标准的束缚。"部分原因是'模范少数族裔'这个概念把人放进了一个盒子里，"她说。"让你看起来所有需求都已被满足。这是一种非常危险的刻板印象——它强制人们感到需要达到对社区的期望，同时让你留在原地，让你融入并被归入一个不为你保留任何空间的结构中。"
[H] 黑人、原住民和有色人种学生也受到课程差距的影响。如果课程中包括亚裔美国人历史，通过展示亚裔美国人是压迫事件的一部分而不仅仅是受害者，K-12 学生能更好地了解少数族裔的经历。Tintiangco-Cubales 说，展示这些现实有助于"消除所有少数族裔社区都过得很好、他们得到他们需要的东西并将彼此视为威胁的神话。"
[I] 具有多元文化背景或培训的教师可以克服挑战，但他们是凤毛麟角。在加利福尼亚州，K-12 教师中有65%是白人，而学生群体中75%是有色人种学生。Allyson Tintiangco-Cubales 说，这与其说是关于教师的背景，不如说是关于培训："你可以有很好的课程，但如果你没有致力于把它教好的教师，它就不会起作用。"
[J] 一些教师正在寻找方法让学生接触亚裔美国人问题。今年夏天，Wilson Wong 将在加利福尼亚州奥克兰领导一个致力于中国文化的日间营。他的学生将了解中国移民如何在加利福尼亚州修建铁路，甚至有机会通过在操场上搭建铁路模型来亲自"体验"。Wong 希望他让学生了解华裔美国人对美国的贡献。
[K] 尽管有挫折，潮流可能终于开始转变。加州立法者去年通过了一项法案，将民族研究带到所有公立高中。一些学区，包括旧金山和洛杉矶，已经提供民族研究。波特兰、芝加哥和其他地方的高中已经实施或即将引入民族研究课程。这样做将传递一个重要信息：无论你的种族或民族是什么，你都很重要。