Project – Ethnic Identity and Intergroup Relations among Students in Federal Universities in Nigeria: A Study of Ahmadu Bello University

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Nigeria is one of the most ethnically diverse countries in the world, comprising over 250 ethnic groups with distinct languages, cultures, histories, and social identities. The three largest ethnic groups—the Hausa-Fulani, Yoruba, and Igbo—constitute a significant proportion of the population, while numerous minority groups contribute to the country’s multicultural character. Ethnicity remains a major factor influencing political participation, social interaction, resource allocation, and identity formation in Nigeria. As a result, ethnic identity continues to shape interpersonal and intergroup relations across different sectors of society, including educational institutions (Salihu, Dayan, & Ozden, 2021). Ethnic identity refers to an individual’s sense of belonging to a particular ethnic group and the emotional significance attached to that membership. In multicultural societies, ethnic identity serves as an important source of self-definition and social belonging. However, it can also contribute to social categorization, stereotyping, prejudice, and intergroup tensions when differences between groups become highly salient. According to Social Identity Theory developed by Tajfel and Turner (1979), individuals derive part of their self-concept from group membership and tend to categorize people into “in-groups” and “out-groups,” which may influence attitudes and behaviours toward members of other groups.

Universities are often regarded as microcosms of society because they bring together individuals from diverse ethnic, cultural, religious, and regional backgrounds. In Nigeria, federal universities are particularly diverse because their admission policies are designed to promote national integration through the inclusion of students from various states and ethnic groups. Consequently, students in federal universities regularly interact with peers whose cultural values, languages, and traditions differ from their own. These interactions create opportunities for intercultural learning, social integration, and national cohesion, while also presenting challenges associated with ethnic differences and group identities.

Intergroup relations refer to the patterns of interaction, cooperation, communication, and perceptions that exist among members of different social groups. Positive intergroup relations are characterized by trust, mutual respect, tolerance, cooperation, and social integration, whereas negative intergroup relations may involve discrimination, prejudice, stereotypes, exclusion, and conflict. Research has shown that ethnic identity plays a significant role in shaping intergroup attitudes and behaviours, especially in ethnically diverse settings such as schools and universities (Semela, 2012). Exposure to diversity may reduce social distance and encourage interaction among members of different groups; however, strong ethnic attachments may sometimes reinforce group boundaries and limit social integration.

Nigeria’s historical experiences, including colonial policies, regional politics, civil conflict, and competition over resources, have contributed to the persistence of ethnic consciousness in many aspects of national life. Ethnicity often influences political alignments, employment opportunities, social networks, and perceptions of social justice. Scholars have argued that ethnicity constitutes one of the most significant social cleavages in Nigeria because individuals frequently define themselves and others in ethnic terms, thereby shaping social relationships and group interactions (Salihu et al., 2021).

Among Nigerian youths, ethnic identity remains an important dimension of self-concept. Studies have demonstrated that ethnic identification influences psychological development, self-esteem, social relationships, and academic experiences among young people (Onivehu, 2021). University students often enter higher institutions with pre-existing beliefs, stereotypes, and perceptions about other ethnic groups, which may affect their willingness to form friendships, collaborate academically, or participate in social activities with members of different groups. At the same time, prolonged contact within the university environment can challenge stereotypes and facilitate the development of positive intergroup attitudes.

The Intergroup Contact Theory proposed by Allport (1954) suggests that meaningful interaction between members of different groups under favourable conditions can reduce prejudice and improve intergroup relations. Contemporary studies support this perspective by demonstrating that interaction across ethnic boundaries can decrease social distance and foster greater understanding among young people from diverse backgrounds. For example, research on ethnic diversity and intergroup relations among Nigerian adolescents found that exposure to diversity was associated with reduced social distance and greater opportunities for cross-group interaction, although trust outcomes were more complex (Demarest & Langer, 2025).

Federal universities in Nigeria provide a unique setting for examining ethnic identity and intergroup relations because they serve students from all geopolitical zones of the country. Among these institutions, Ahmadu Bello University (ABU), Zaria, stands out as one of the largest and most culturally diverse universities in Nigeria. Established in 1962, ABU attracts students from virtually all ethnic groups and regions of the country. The university therefore offers an ideal environment for investigating how ethnic identity influences social interaction, friendship formation, cooperation, and intergroup relations among students.

Although higher education institutions are expected to promote national integration and unity, ethnic sentiments and group affiliations may continue to shape students’ social experiences. Students may form friendships and social networks along ethnic lines, exhibit preferences for interacting with members of their own ethnic group, or develop stereotypes about members of other groups. Conversely, the multicultural environment of the university may encourage intercultural competence, social integration, and positive intergroup relations.

In recent years, concerns about ethnic polarization, identity politics, and intergroup distrust have continued to attract scholarly attention in Nigeria. Understanding the relationship between ethnic identity and intergroup relations among university students is therefore important for promoting social cohesion, peaceful coexistence, and national integration. Consequently, this study seeks to examine ethnic identity and intergroup relations among students in federal universities in Nigeria, with particular reference to Ahmadu Bello University, Zaria.

1.2 Statement of the Problem

Nigeria’s multi-ethnic composition presents both opportunities and challenges for social interaction and national development. While ethnic diversity can enrich cultural experiences and foster social learning, it can also generate prejudice, stereotyping, discrimination, and social divisions when ethnic identities become sources of competition and exclusion. Despite numerous efforts aimed at promoting national unity, ethnicity continues to influence social relationships, political behaviour, and group interactions across the country.

Federal universities were established partly to promote national integration by bringing together students from different ethnic, cultural, and regional backgrounds. Through shared academic experiences and social interactions, students are expected to develop positive attitudes toward one another regardless of ethnic affiliation. However, observations and empirical evidence suggest that ethnic consciousness remains prevalent among many university students, often influencing friendship patterns, social associations, group participation, and interpersonal relationships.

Furthermore, the increasing prominence of ethnic-based narratives in political discourse, social media, and public debates has heightened concerns about intergroup trust and social cohesion among Nigerian youths. Students entering universities may carry pre-existing stereotypes, prejudices, and perceptions about other ethnic groups acquired through family socialization, community experiences, and media exposure. Such perceptions may hinder effective interaction and cooperation among students from diverse backgrounds.

Although previous studies have examined ethnic identity, cultural identity, and intergroup relations in various contexts, there remains limited empirical evidence regarding how ethnic identity influences intergroup relations among students in Nigerian federal universities, particularly within Ahmadu Bello University. Existing studies have largely focused on political ethnicity, ethnic conflict, and national integration, leaving a gap in understanding the dynamics of ethnic identity and everyday intergroup interactions among university students.

Moreover, while universities provide opportunities for positive contact among diverse groups, it remains unclear whether such interactions significantly reduce ethnic prejudice and strengthen social integration among students. Questions persist regarding the extent to which ethnic identity influences students’ attitudes, friendship choices, trust levels, and willingness to engage with members of other ethnic groups.

The problem of this study, therefore, is the inadequate understanding of how ethnic identity affects intergroup relations among students in federal universities in Nigeria. Specifically, there is a need to investigate whether ethnic identity promotes social cohesion and intercultural understanding or contributes to social distance and group segregation among students of Ahmadu Bello University, Zaria. Addressing this gap will provide valuable insights for policymakers, university administrators, and educators seeking to strengthen national integration and harmonious intergroup relations within Nigerian higher education institutions.

1.3 Objectives of the Study

The main objective of this study is to examine the relationship between ethnic identity and intergroup relations among students of Ahmadu Bello University, Zaria.

The specific objectives are to:

1. Examine the level of ethnic identity among students of Ahmadu Bello University.
2. Assess the nature of intergroup relations among students in the university.
3. Determine the influence of ethnic identity on students’ social interactions and friendships.
4. Examine the relationship between ethnic identity and intergroup trust among students.

1.4 Research Questions

The following research questions will guide the study:

1. What is the level of ethnic identity among students of Ahmadu Bello University?
2. What is the nature of intergroup relations among students in the university?
3. How does ethnic identity influence students’ social interactions and friendships?
4. What relationship exists between ethnic identity and intergroup trust among students?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between ethnic identity and intergroup relations among students of Ahmadu Bello University, Zaria.

1.6 Significance of the Study

The findings of this study will be beneficial to university administrators by providing information on how ethnic identity influences student interactions and campus integration.

The study will assist policymakers in developing strategies aimed at promoting national unity and social cohesion among youths in higher education institutions.

The findings will also be useful to counselors, psychologists, and student affairs officers in designing programmes that encourage intercultural understanding and positive intergroup relationships.

Furthermore, the study will contribute to the existing body of knowledge on ethnic identity, social identity, and intergroup relations in multicultural societies.

Finally, the study will serve as a reference material for future researchers interested in ethnicity, social integration, and higher education studies in Nigeria.

1.7 Scope of the Study

This study focuses on ethnic identity and intergroup relations among students of Ahmadu Bello University, Zaria. The study examines how students’ ethnic affiliations influence their interactions, friendships, trust, and social relationships with members of other ethnic groups within the university environment.

1.8 Operational Definition of Terms

Ethnic Identity: An individual’s sense of belonging and attachment to a particular ethnic group.

Intergroup Relations: The patterns of interaction, attitudes, perceptions, and relationships existing among members of different social or ethnic groups.

Federal University: A university established and funded by the Federal Government of Nigeria and designed to serve students from diverse regions of the country.

Social Integration: The process through which individuals from different social and ethnic backgrounds interact harmoniously and develop a sense of belonging within a community.

Students: Individuals enrolled in undergraduate or postgraduate programmes at Ahmadu Bello University, Zaria.

Project – Ethnic Identity and Intergroup Relations among Students in Federal Universities in Nigeria: A Study of Ahmadu Bello University