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    For many years, colleges and universities across the United States have sought to increase the numbers of African American, Hispanic and Native American students who pursue scientific careers. Yet the College Board reported in 1999 that underrepresentation of minority students had become even “more intractable.”

    African Americans now constitute 12 percent of the U.S. population yet earned only 1 percent of the doctorates in 1997. Hispanics make up 11 percent of the population but earned 0.9 percent of the 1997 doctorates. Although the numbers of African American and Hispanic students earning bachelor’s degrees in 1996-1997 hit an all-time high, there was a decline in those entering graduate school, according to the American Association for the Advancement of Science. Native Americans also remain underrepresented in the sciences.

    Despite the best of intentions, many programs designed to prepare minority undergraduates for advanced scientific training have had uneven results. Some have been unclear about whether their goal is to produce scientists or just to help minority students graduate. Others have been inadequately funded or lacked institutional commitment; many have never been evaluated rigorously.

    Some programs do succeed in helping minority students graduate and pursue scientific careers. Examples include programs at Xavier University of Louisiana, the University of California, Berkeley, and the University of Maryland, Baltimore County (UMBC). 1）Although different in important respects, these programs share key features, such as clearly articulated objectives, strong institutional commitment, effective mentors and an emphasis on building community among participants.

    All are being carried out in a legal environment that has become increasingly complex. 2）The University of California, for example, now operates under a state law that forbids using state funds for special programs for minority students. In other states, court cases have led colleges and universities to redesign or even drop such programs. HHMI has assisted thousands of minority students through its undergraduate biological sciences education program by awarding more than $476 million to 232 colleges and universities. In 1998, it began requiring its grantees to certify that they are complying with all relevant laws in the conduct of these programs.

[FS:PAGE]    Eugene Cota-Robles, co-chair of the task force that commissioned the College Board report, says colleges and universities must do more to help minority students become scientific leaders. “3）Up to now, everyone working on the pipeline approach has been thinking that bringing more students into college would solve the problem,” he says. Cota-Robles, a professor emeritus of biology at the University of California, Santa Cruz, calls for more effort to help minority students move beyond the bachelor’s degree.

    翻阅passage42译文

    多年来，全美国的学院和大学一直在寻求增加从事科学事业的非洲裔、拉美裔以及美国土著学生的人数。然而，大学入学考试委员会1999年的报告指出，少数民族学生人数不足的状况甚至变得更难以应付了。

    如今，非洲裔美国人占美国总人口的12%，但是他们在1997年获得博士学位的人数只占当年博士总人数的1%。拉美裔美国人占美国人口11%但是他们1997年获得博士学位的人数只占当年博士总人数的0.9%。根据美国科学促进协会的数据，虽然非洲裔、拉美裔美国学生在1996年到1997年期间获得学士学位的人数创下空前的高纪录，但是考入研究生院的学生人数却减少了。从事自然科学的美国土著人的人数仍然不足。

    虽然拥有最好的意图，但是许多计划用来培养少数民族大学生接受先进科学培训的项目取得的结果却不相同。对于其目标是培养科学家还是仅仅帮助少数民族大学生毕业，有些项目一直没有弄清楚;其他项目一直没有得到足够的资金，或者缺少制度上的承诺;很多项目从来没有进行过严格的鉴定。

    一些项目的确在帮助少数民族学生毕业及从事科学事业方面取得了成功。成功的例子报考路易斯安那州泽维尔大学的项目、加利福尼亚大学的项目、伯克利大学的项目以及巴尔的摩县的马里兰大学的项目。虽然在重要的方面不尽相同，但是这些项目有一些共同的主要特征，比如明确表达的宗旨、庄重的制度上的承诺、有效的指导以及强调在参与者中建立社团。

    所有这一切都是在一种合法的环境中实施的，而庄重环境已经变得越来越复杂了。比如，加利福尼亚大学现在正根据盖州的一项立法开展工作，这项法律禁止加利福尼亚州的资金用于那些为少数民族学生计划的特别项目，在其他州，法庭的一些案例已经导致学院和大学重新设计或者中止这样的项目。通过其大学生生物科学教育项目给予232所学院和大学4.76多亿美元，HHMI已经援助了书签民少数民族学生，1998年，HHMI开始要求其受让人保证，在实施这些项目过程中，他们遵守了所有的相关法律。

    受托完成大学入学考试委员会报告的特别工作组联合主席尤金-考特-罗伯斯说，你和大学应该做更多的工作，以便帮助少数民族学生成为科学界的领袖。到目前为止，每个从事这种人才输送途径的人一直都在考虑，让更多的学生上大学就会解决这个问题，考特-罗伯斯说，他是圣克鲁斯市加利福尼亚大学的退休生物学教授，他要求人们付出更大的努力，一遍帮助少数民族学生获得比学士学位更高的学位。

    翻阅passage42长难句分析

    1)Although different in important respects, these programs share key features, such as clearly articulated objectives, strong institutional commitment, effective mentors and an emphasis on building community among participants.

    【解析】主句“these programs share key features......”。although引导的是让步状语从句;such as后面的内容是在解释前面的features。key应译为主要的。articulated译为表达的。mentor译为指导;emphasis on 应译为“强调...”

    【参考译文】虽然在重要的方面不仅相同，但是，这些项目有一些共同的主要特征，比如明确表达的宗旨、庄重的制度上的承诺，有效的指导以及强调在参与者中建立社团。

[FS:PAGE]    2)The University of California, for example, now operates under a state law that forbids using state funds for special programs for minority students. In other states, court cases have led colleges and universities to redesign or even drop such programs.

    【解析】主句是“The University of California, for example, now operates under a state law ...;In other states, court cases have led colleges and universities to ...” for example 是插入语;under a state law短语做状语;that引导的定语从句修饰law;to redesign...短语做状语。under a state law应译为“根据一项州立法;redesign应译为重新设计;drop应译为中止。

    【参考译文】比如，加利福尼亚大学现在正根据该州的一项立法开展工作，这项法律禁止加利福尼亚州的资金用于那些为少数民族学生计划的特别项目;在其他州，法庭的一些案例已经导致学院和大学重新设计或中止这样的项目。

    3)Up to now, everyone working on the pipeline approach has been thinking that bringing more students into college would solve the problem,” he says. Cota-Robles, a professor emeritus of biology at the University of California, Santa Cruz, calls for more effort to help minority students move beyond the bachelor’s degree.

    【解析】主句everyone has been thinking that ....，says Cota—Robles”。working on 短语做定语修饰everyone;that 引导的是宾语从句，从句的主语是bringing more students into college;an emeritus professor...短语是插入语，是在介绍Cota-Robles;and calls for 并列谓语。up to now应译为到目前为止;and calls for是并列谓语。pipeline approach 应译为人才输送途径;emeritus应译为退休的;call for 应译为要求、呼吁;move应译为“获得”。

    【参考译文】到目前为止，每个从事这种人才输送途径的人一直都在考虑，让更多的学生上大学就会解决这个问题”，考特-罗伯斯说，他是圣克鲁斯市加利福尼亚大学的退休生物学教授，他要求人们付出更大的努力，以便帮助少数民族学生获得比学士学位更高的学位。