Adolescent Identity and Ethnic Socialisation in Multicultural Secondary Schools in Plateau State

This study examines the relationship between ethnic socialisation practices and adolescent identity development in multicultural secondary schools in Plateau State, North Central Nigeria. Plateau State's extraordinary ethnic diversity, comprising over 50 distinct ethnic groups, creates secondary school environments where identity negotiation intersects with inter-group dynamics in complex ways. This research employed a mixed-methods convergent design involving 400 SS2 students from ethnically diverse schools in Jos North and Mangu, using the Multigroup Ethnic Identity Measure-Revised to assess ethnic identity and the Extended Objective Measure of Ego Identity Status to evaluate broader identity development. In-depth interviews with 30 students explored subjective experiences of ethnic socialisation by families and schools. Quantitative results indicate that strong ethnic identity is positively associated with identity achievement and self-esteem. Qualitative findings reveal that students navigating multiple ethnic affiliations or attending schools where their group is in the minority report greater identity confusion. Positive ethnic socialisation from parents and culturally inclusive school practices moderated these effects. The study provides a theoretically grounded account of identity development in Nigerian multicultural educational settings and recommends that Plateau State school administrators develop explicit curricula for intercultural competence alongside policies that affirm diverse ethnic identities. Keywords: ethnic socialisation, adolescent identity, multicultural schools, Plateau State, ethnic identity.