学士学位论文-遇到农民工子女的独特需要—外文翻译.docVIP

中文3610字 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 st