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  3. Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter

Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter

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问题     Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter and sometimes violent dispute. By 1965, when a measure of genuine integration had become a reality in many school districts, tile schools again found themselves in the eye of a stormy controversy. This time the question was not which children were going to what schools but what kind of education society should provide for the students. The goal of high academic performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more liberal and free schooling.
    Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated--some of them desperately so--over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry, and discrimination. Pressure for reform came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly.
    The blacks wanted new textbooks in which their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognized their existence as individual human beings rather than as faceless robots competing for grades.
    Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students’ social and ethnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s as alternatives to and examples for tile traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservative and liberals.  
Educators accused intelligence and aptitude tests of ______.
选项 A、ignoring contemporary social problems
B、being the only standard for enrolling applicants
C、being culturally biased towards some students
D、not reflecting the applicants’ real competence
答案C
解析 教育家们提出控诉，智力测试和能力测试在文化方面对某些学生带有偏见。根据第三段，黑人想要承认并合理反映某种族的新教科书，一些黑人想要学习黑人研究方面的课程。他们以及许多白人教育家也反对带有文化偏见的智力测试和能力测试，还有学究式的大学入学标准和考试。他们认为，这样的考试没有考虑到来自不同种族、文化的人与中产阶级的白人学生有着不同背景的实际情况。
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