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Learning Identity: A Structural Equation Model of Students' State and Ethno-National Identities in Bosnia-Herzegovina and Croatia
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Learning Identity:
A Structural Equation Model of Secondary School Students’
State and Ethno-National Identities in Bosnia-Herzegovina and Croatia
*
Naomi Levy
†
Department of Political Science
University of California, Berkeley
naomi.## email not listed ##
Abstract
This paper employs a structural equation with latent variables approach to examine the identities of secondary school students in Bosnia-Herzegovina (BiH) and Croatia. The data analyzed derive from an original survey administered in May 2004 and May 2005 to the students of 21 secondary schools that vary in their curriculum usage and segregation levels in 12 towns in BiH (N=2,989) and Croatia (N=1,468). The survey was designed to measure the multiple and often conflicting dimensions of identity in BiH and Croatia, including, most importantly, separate items to gauge individuals’ identification with their ethno-national group and their identification with the state in which they live. By employing structural equation modeling, this paper contributes to the conceptualization and measurement of national identity as it is realized at the individual level, as well as assessing the effects of school organization and curriculum on the identities of these students. I find that the effects of schooling policies and practices vary between the groups in BiH and Croatia. The most striking finding is that attending a school that employs the other group’s curriculum is associated with opposite effects for Bosniaks and for Croats from both countries. This finding suggests that curricula designed to strengthen the national culture and group identity of a particular group’s students might unintentionally promote nationalism in all the students that attend the school. The paper concludes with a discussion of the policy implications of these findings.
*
Paper presented at the 2007 Annual Meeting of the American Political Science Association, Chicago, IL
(poster). A prior version of this paper was presented at the 2007 Annual Meeting of the Midwest Political Science Association, Chicago, IL.
†
The author wishes to thank Sanja Alajbegovic, Ana Rozic, Marina Miscevic and PRISM Research for their
excellent research assistance; ACLS and UC Berkeley’s Department of Political Science for financial support; and Ben Bowyer, Steve Fish, Taeku Lee, John Sides and Laura Stoker for their feedback.
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Learning Identity:
A Structural Equation Model of Secondary School Students’
State and Ethno-National Identities in Bosnia-Herzegovina and Croatia
*
Naomi Levy
†
Department of Political Science
University of California, Berkeley
naomi.## email not listed ##
Abstract
This paper employs a structural equation with latent variables approach to examine the
identities of secondary school students in Bosnia-Herzegovina (BiH) and Croatia. The data
analyzed derive from an original survey administered in May 2004 and May 2005 to the
students of 21 secondary schools that vary in their curriculum usage and segregation levels in
12 towns in BiH (N=2,989) and Croatia (N=1,468). The survey was designed to measure the
multiple and often conflicting dimensions of identity in BiH and Croatia, including, most
importantly, separate items to gauge individuals’ identification with their ethno-national group
and their identification with the state in which they live. By employing structural equation
modeling, this paper contributes to the conceptualization and measurement of national identity
as it is realized at the individual level, as well as assessing the effects of school organization
and curriculum on the identities of these students. I find that the effects of schooling policies
and practices vary between the groups in BiH and Croatia. The most striking finding is that
attending a school that employs the other group’s curriculum is associated with opposite effects
for Bosniaks and for Croats from both countries. This finding suggests that curricula designed
to strengthen the national culture and group identity of a particular group’s students might
unintentionally promote nationalism in all the students that attend the school. The paper
concludes with a discussion of the policy implications of these findings.
*
Paper presented at the 2007 Annual Meeting of the American Political Science Association, Chicago, IL
(poster). A prior version of this paper was presented at the 2007 Annual Meeting of the Midwest Political Science
Association, Chicago, IL.
†
The author wishes to thank Sanja Alajbegovic, Ana Rozic, Marina Miscevic and PRISM Research for their
excellent research assistance; ACLS and UC Berkeley’s Department of Political Science for financial support; and
Ben Bowyer, Steve Fish, Taeku Lee, John Sides and Laura Stoker for their feedback.
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