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This study explores the consequences and origins of between-ethnicity inequality for a large sample of countries. First, combining satellite images of nighttime luminosity with the homelands of ethnolinguistic groups, we construct measures of ethnic inequality. Second, we uncover a strong inverse association between ethnic inequality and contemporary development above and beyond its relationship with cross-region and cross–administrative unit inequality. Third, we establish that differences in geographic endowments across ethnic homelands explain a sizable fraction of the variation in economic disparities across groups. Fourth, we show that inequality in geographic endowments across ethnic homelands is a negative correlate of development.

Forty eight of the African continent's 54 sovereign states are located in the Sub-Saharan Africa (SSA) region, with the government of each defining and shaping its own health services and delivery systems. This paper reviews the trends and patterns of contraceptive practice in the region. Using survey data available from the Demographic and Health Surveys and Performance Monitoring and Accountability 2020, the study finds modern contraceptive practice to be on the rise overall but with much geographic variation. The contraceptive methods most frequently used are injectables and, more recently, implants. Higher levels of use are observed among unmarried sexually active than married females. Although use is rising, contraceptive discontinuation rates are also high. Recent program initiatives discussed include expanding long-acting contraceptive options, promoting and delivering contraceptive methods in the postpartum period, and relying on community health workers for contraceptive outreach and service delivery. SSA's family planning situation remains challenged by weak health systems which must address competing priorities to manage disease prevention as well as primary health care. Increasing investments in family planning delivery in many SSA countries, however, augur for continued rapid uptake of modern contraception, possibly matching if not outpacing the record of other regions.

Abstract Changes in migration patterns of Mexicans from the United States have resulted in the enrollment of some 600,000 students (Jensen and Jacobo-Suarez 2019) in Mexican schools who have completed part or all of their education in English in the United States. After outlining a brief history of immigration to and from the United States, the article presents the findings of a decade of ethnolinguistic research (2010-2020) carried out in the Mexican states of Puebla and Zacatecas. The results underscore the linguistic challenges that these transnational students face when they try to adapt a language from one purpose (home and social life) to another (school). Palabras clave: estudiantes transnacionales; etnolingüíistica; lenguaje de la migración; lingüística; capacitación de maestros Keywords: transnational students; ethnolinguistics; language of migration; linguistics; teacher-training Introducción Tras un siglo y medio de migración continua de México a Estados Unidos, en los últimos 10 años se ha visto un aumento significativo en la migración de retorno de Estados Unidos a México.

As the continent of origin for our species, Africa harbours the highest levels of diversity anywhere on Earth. However, many regions of Africa remain under-sampled genetically. Here we present 350 whole genomes from Angola and Mozambique belonging to ten Bantu ethnolinguistic groups, enabling the construction of a reference variation catalogue including 2.9 million novel SNPs. We investigate the emergence of Bantu speaker population structure, admixture involving migrations across sub-Saharan Africa and model the demographic histories of Angolan and Mozambican Bantu speakers. Our results bring together concordant views from genomics, archaeology, and linguistics to paint an updated view of the complexity of the Bantu Expansion. Moreover, we generate reference panels that better represents the diversity of African populations involved in the trans-Atlantic slave trade, improving imputation accuracy in African Americans and Brazilians. We anticipate that our collection of genomes will form the foundation for future African genomic healthcare initiatives. African human genome variation remains under-sampled. Here, the authors present a collection of 350 whole genome sequences from Angola and Mozambique and model the timing and extent of significant demographic events in African history.

Sorghum is an important crop in the livelihoods of Kunama and Tigrayan farmers in Northern Ethiopia and we present here a study of what factors have shaped the genetic diversity of the varieties cultivated in neighboring communities of the two ethnolinguistic groups. Using a combination of methods from crop science and cultural anthropology, we investigate patterns of historical and contemporary relationships between crop genetic diversity and cultural and social factors. The spatial genetic structure reveals patterns of ethnolinguistic differentiation and admixture that reflect deep affinities between cultures and crops, but the seed systems of the two communities are also open to exchange and gene-flow. Our findings highlight the importance of understanding cultural factors for genetic resource conservation, as well as for plant breeding and seed system development efforts.

Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article \"Toward aTheory of Culturally Relevant Pedagogy,\" giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (inequality. Recently, however, I have begun to question if the terms \"relevant\" and \"responsive\" are really descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy as an alternative that, I believe, embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.

Arguments about how ethnic diversity affects governance typically posit that groups differ from each other in substantively important ways and that these differences make effective governance more difficult. But existing cross-national empirical tests typically use measures of ethnolinguistic fractionalization (ELF) that have no information about substantive differences between groups. This article examines two important ways that groups differ from each other—culturally and economically—and assesses how such differences affect public goods provision. Across 46 countries, the analysis compares existing measures of cultural differences with a new measure that captures economic differences between groups: between-group inequality (BGI). We show that ELF, cultural fractionalization (CF), and BGI measure different things, and that the choice between them has an important impact on our understanding of which countries are most ethnically diverse. Furthermore, empirical tests reveal that BGI has a large, robust, and negative relationship with public goods provision, whereas CF, ELF, and overall inequality do not.

Linguistic ethnography provides insight into how communication occurs between individuals and institutions, while situating these local actions within wider social, political and historical contexts (Copland & Creese, 2015) and has proven to be a particularly effective tool for developing our understanding of individuals’ lived multilingual realities (see Unamuno, 2014) and societal multilingualism. Turning the ‘reflexive gaze’that is central to ethnography (Clifford & Marcus, 1986) back onto linguistic ethnography itself, we argue that where complex multilingual interactions are the object of study, more attention must be given to how multilingualism affects each aspect of the process of actually doing linguistic ethnography. In this paper we outline the development of three principles that we put forward as being essential in developing and conducting contemporary linguistic ethnography in multilingual settings. The principles are: 1) Researching multilingually; 2) Researching collaboratively; and 3) Researching responsively.

The treatment of social meaning in sociolinguistic variation has come in three waves of analytic practice. The first wave of variation studies established broad correlations between linguistic variables and the macrosociological categories of socioeconomic class, gender, ethnicity, and age. The second wave employed ethnographic methods to explore the local categories and configurations that inhabit, or constitute, these broader categories. In both waves, variation was seen as marking social categories. This article sets out a theoretical foundation for the third wave, arguing that ( a ) variation constitutes a robust social semiotic system, potentially expressing the full range of social concerns in a given community; ( b ) the meanings of variables are underspecified, gaining more specific meanings in the context of styles, and ( c ) variation does not simply reflect, but also constructs, social meaning and hence is a force in social change.

Rising inequality is one of the grand societal challenges of our time. Yet, its effects on firms – including multinational enterprises (MNEs) – and their operations have not been widely examined by IB scholars. In this study, we posit that income inequality within a country is positively associated with the incidence and severity of crime experienced by businesses. Further, we propose that this relationship will be negatively moderated by social cohesion (in the form of greater societal trust and lower ethno-linguistic fractionalization) in these countries, such that social cohesion helps to offset the negative impacts of inequality on crime against businesses. We test these hypotheses using a comprehensive data set of 114,000 firms from 122 countries and find consistent support for our theses. Our findings, which are robust to different alternative variables, model specifications, instrumentation, and estimation techniques, unpack the intricate ways through which inequality affects businesses worldwide and the associated challenges to MNEs. They also offer important managerial and policy insights regarding the consequences of inequality and potential mitigation mechanisms.