Policy Document for Nigeria Ministry of Education, Education Boards, and Schools

Schools have a position in society that could provide tools for students to move toward more positive intergroup relations and to shape their nation as desired. In this research, I present an analysis of how and whether schools in Nigeria, particularly unity schools (FUCs), achieve this. Schools are a concentrated site for interactions among young people, yet research in the field of education and conflict settings is limited in its exploration of how schools facilitate intergroup relations that deter hostility and increase intergroup tolerance while shaping positive and peaceful social relations. To address this gap, this project explores tolerance levels, national identities, and social interactions among students in Federal Unity Colleges (FUCs) in Nigeria.

This mixed methods longitudinal research was based on extensive fieldwork in 8 secondary schools (6 FUC and 2 State) over one academic year in Nigeria (2017-2018). The research includes a unique combination of methods: (a) pre- and post- student surveys including data on social (friendship) networks with 643 students, (b) pre- and post- interviews involving 47 students (group and individual), (c) 17 teacher and 8 administrator interviews, (d) 56 hours of classroom and school observations, and (e) an analysis of curriculum and policy documents.

This document provides a summary of the findings and recommendations from the full dissertation, which can be provided upon request. Questions should be directed via email ([email protected]) and requests for further discussion to Marlana Salmon-Letelier, Ed.D.