1. Introduction: institutions and ethnic politics Part I. Accounting for the Ethnic Cleavage Structure: 2. Accounting for Zambia's ethnic cleavage structure I: the emergence of tribal identities in colonial Northern Rhodesia 3. Accounting for Zambia's ethnic cleavage structure II: the emergence of language identities in colonial Northern Rhodesia Part II. Accounting for Ethnic Coalition-Building Choices: 4. Ethnicity and ethnic politics in post-independence Zambia 5. Explaining changing patterns of ethnic politics Part III. Testing the Model: 6. Competing explanations 7. Ethnic campaigning: testing the observable implications of the model for elite behavior 8. Ethnic voting: testing the observable implications of the model for mass behavior Part IV. Beyond Zambia: 9. Regime change and ethnic politics in Africa 10. Beyond regime change, beyond Africa Appendix A. Native authorities and tribal identifications Appendix B. Survey and focus group methodologies Appendix C. Tribal affiliations of parliamentary candidates Appendix D. Tribal demographies of electoral constituencies.

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Institutions and Ethnic Politics in Africa

Parent involvement in children's learning at school and at home is considered a key component of school reform, but more information is needed about how the effects of this involvement vary for students from disparate racial-ethnic and economic backgrounds. Data from the National Education Longitudinal Study of 1988 (Ingels, Abraham, Karr et al., 1990; Ingels, Abraham, Resinski et al., 1990) were used to examine the relationship between 12 types of parent involvement and 8th-grade mathematics and reading scores. Ordinary least-squares regression indicated that statistically significant differences existed in the relationship between parent involvement and student achievement according to the students' race-ethnicity (i.e., Asian, Black, Hispanic, and White) and family income (i.e., low and middle), as well as according to how achievement was measured, type of involvement, and whether it was reported by the student or parent.

Linking Parent Involvement With Student Achievement: Do Race and Income Matter?

Public opinion on government policy is group-centric: that is, strongly influenced by the attitudes citizens possess toward the social groups perceived as the beneficiaries of the policy. Though common-place, this mode of political thinking is not inevitable. In four experiments, we show that group-centrism hinges in part on how issues are framed in public debate. When issues are framed in ways that draw attention to a policy's beneficiaries, group-centrism increases; when issues are framed in ways that deflect attention away from the beneficiaries, group-centrism declines. We conclude by drawing out the implications of these findings for the concept of frame, considered both as a rhetorical weapon in elites' hands and as a cognitive structure in citizens' minds.

Issue Frames and Group-Centrism in American Public Opinion

Current thinking about development places individuals firmly at the centre of concern, the basic building block for analysis and policy. This is as true of the innovations led by Amartya Sen, which move us away from a focus purely on incomes to incorporate wider perspectives on well-being, as of the more traditional neoclassical welfare analysis which underpins most development policy. The present overriding concerns with reduced poverty and inequality, which stem from both types of analysis, are equally individual-focused. The Millennium Development Goals (MDGs), for example, are concerned with the numbers of individuals in poverty in the world as a whole, not with who they are, or where they live. Measures of inequality relate to the ranking of individuals (or households) within a country (or sometimes the globe). The issues of individuals’ poverty and inequality are, of course, extremely important, but they neglect a vital dimension of human well-being and of social stability: that is, the group dimension.

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Horizontal Inequalities: A Neglected Dimension of Development

The Ethnic Phenomenon.

This volume launches a far-reaching exploration into the meaning, manifestations, and significance of ethnicity in modern society and politics. The authors seek neither to celebrate nor to deplore ethnicity, but rather to examine it as a basis of social organization which in modern societies has achieved a significance comparable to that of social class. Ethnicity indicates that minority groups around the world are no longer doing what society for hundreds of years has expected them to do-assimilate, disappear, or endure as exotic, troublesome survivors. Instead, their numbers expanded by immigration, their experiences and struggles mirrored to one another by the international mass media, minorities have become vital, highly conscious forces within almost all contemporary societies. Ethnicity has played a pivotal role in recent social change; it has evolved into a political idea, a mobilizing principle, and an effective means of advancing group interests. Together with Glazer and Moynihan, Harold Isaacs, Talcott Parsons, Martin Kilson, Orlando Patterson, Daniel Bell, Milton Esman, Milton Gordon, William Petersen, and others bring analytic clarity to the rich concept of "ethnicity." Their effort to explain why ethnic identity has become more salient, ethnic self-assertion stronger, and ethnic conflict more intense helps to develop a catholic view of ethnicity: this surpasses limited categories of race and nationality; includes the old world and the new, economically developed as well as developing nations; and offers a broad variety of theoretical approaches. Presenting the readers with a wealth of perceptions, points of view, and examples, Ethnicity: Theory and Experience will provoke discussion and argument for years to come.

Corinne Saposs Schelling

Papers

Ethnicity : theory and experience

Ethnic pluralism and public policy : achieving equality in the United States and Britain