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Learning National Identity in Bosnia-Herzegovina: A Structural Equation Model of Secondary School Students' Identities
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BSTRACT
When the Bosnian war ended with the signing of the Dayton Accords in 1995, the fight over ethnically cleansed territory moved from the battlefield into the classrooms. In an attempt to foster group identities and national cultures, many schools throughout Bosnia-Herzegovina (BiH) have continued the segregation that resulted from the war. This paper examines the identities of secondary school students from twelve schools in six towns in BiH that vary in their curriculum usage and segregation levels, using data collected in May 2004 with an original survey instrument (N = 2,989). The survey gauged the orientation of individuals’ identities, comparing their identification with their national group to their identification with the state of BiH. By employing structural equation modeling. this paper contributes to the conceptualization and measurement of national identity as it is realized at the individual level. Further, it demonstrates that differences in the organization of schools and the curricula that they use are associated with profound differences in the orientation of student identities. Most striking are the opposite effects associated with attending school in the other group’s curriculum found among Bosniak and Croatian students.
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A
BSTRACT
When the Bosnian war ended with the signing of the Dayton Accords in 1995, the fight over
ethnically cleansed territory moved from the battlefield into the classrooms. In an attempt to
foster group identities and national cultures, many schools throughout Bosnia-Herzegovina (BiH)
have continued the segregation that resulted from the war. This paper examines the identities of
secondary school students from twelve schools in six towns in BiH that vary in their curriculum
usage and segregation levels, using data collected in May 2004 with an original survey
instrument (N = 2,989). The survey gauged the orientation of individuals’ identities, comparing
their identification with their national group to their identification with the state of BiH. By
employing structural equation modeling. this paper contributes to the conceptualization and
measurement of national identity as it is realized at the individual level. Further, it demonstrates
that differences in the organization of schools and the curricula that they use are associated with
profound differences in the orientation of student identities. Most striking are the opposite
effects associated with attending school in the other group’s curriculum found among Bosniak
and Croatian students.
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