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AN EXPLORATION OF ATTITUDE CONFIGURATIONS

OF STUDENTS AT THE UNIVERSITY OF NIGERIA AT NSUKKA

by

Edward Taylor, Jr.

THESIS

Submitted to
Michigan State university
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

College of Social Science

Department of Sociology

1966

ACKNOWLEDGEMENTS

As in all such efforts, no adequate recognition can be given
to all the peeple who have been helpful, but my committee has been
so patient and supportive, to a degree far in excess of reasonable
expectations, that I must take this opportunity to thank them.

Special thanks are extended to Dr. Fred Waisanen for his help
at all levels of interaction, ranging from specific professional
advice to general affectionate encouragement.

Dr. Jay Artie never failed to be pleased with progress and
sympathetic with delays.

Assistance and praise were always forthcoming from Dr. Eugene
Jacobson, particularly at some of the low points in the analysis
and preparation of the data.

my thanks are offered to all of the many friends within the
Department of Sociology for their continuous interest and faith.

Finally, my gratitude for my mother's continued support and
encouragement in this venture is a manifestation of a well-established

habit which I do not intend to break.

11

II.

III.

TABLE OF CONTENTS

Background of the Study

Brief History of the Nigeria Program

The University of Nigeria and the Nsukka Area
The Social Research Program at the UNN

The General Frame Uithin Which Data Were Collected

The Development of the Research Problem
The Concept of Nationalism: Theoretical Justification
Nationalism as a Behavioral Science Datum: Theoretical Specification

Practical Research Problems

Methodology

Limitations of the Data

Necessary Preparatory Work to Obtain Usable Data
Description of the Sample

Preliminary Scale Analyses

The Factor Analysis

Findings
Results of Scale Analysis

Results of the Factor Analysis

Summary and Conclusions

111

BACKGROUND OF THE STUDY

This study of student attitudes at the university of Nigeria at Nsukka
was carried out, along with several other research projects, in the Faculty
of Social Studies' Department of Sociology under the general direction of
Dr. Mozell Hill. The data were collected during the academic year 1961-62
in the month of Mey. Under the rubric "What Does the Nigerian Student Think?"
an effort was made to determine consensus and variety of opinion on higher
educatiOn, Nigeria, student life, and the students' hopes for the future in
regard to themselves, their country, and the world. In addition to protocols
of attitude items, data were collected regarding the students' social and
educational background, family structure and relationships, place of birth
and residence changes, religious and organizational affiliations. It was
hoped that some relationships could be established between behavioral and
social attributes and attitudinal differences. In general, attempts were
made to study the students' feelings and beliefs about politics, economics,
religion, family life, male-female relationships, and morality.

This whole venture had, from the start, an exploratory aim. From the
data have come a number of indicated directions for further study and con-
crete indications for overcoming certain technical difficulties encountered

‘ in this preliminary effort.

Spief History of the Nigeria Program
The Nigeria Program is an outgrowth of Michigan State University's
International Programs and the specific involvement of MSU with the Univer-

sity of Nigeria at Nsukka. From the inception of UNN, that University and

_ 2 _

MSU in East Lansing have been intimately associated. Both President John
A. Hannah and Dean Glen L. Taggert, the Director of International Programs
at Michigan State University, were present at the inauguration of the Uni-
versity of Nigeria and the latter is an officer of the latter university
as well, serving as its Vice-Chancellor. The interests of the older
American and newer African institutions are reflected not only in similar
educational purposes and philosophies, but also in the practical, on-
going maintenance of the Nigeria Program.

The University of Nigeria Program at Michigan State University
is a coordinating agency for Michigan State University personnel at
work in the field at Nsukka and among many other services, assists
in recruiting some faculty members from other institutions to teach
at Nsukka. This study is one result of Dr. Mozell Hill's two years
there, where he was on the staff as teacher, administrator, and research
director for the Department of Sociology. He was there under the auspices
of the MSU Nigeria Program. Financial aid and research direction for
this study were provided by the POpulation Council.
The Nsukka Area and the University of Nigeria

Some commentary about the immediate region surrounding the University
of Nigeria at Nsukka, from whence come manh of the students , and the
institution itself will put into sharper focus the theoretical frame-

work and the description of the sample which follow. Nsukka is not only an

- 3 -

administrative division within the Eastern Region of Nigeria (as it has been
from around 1910 during the colonial period), but it is also the site of a
recognized dialect of Igbo. African ears are tuned to many languages and
dialect variations in their own tongue; many Nigerians can tell the village
or even section of a city from which a stranger comes. Nsukka Igbo has
meaning as a place and as a subculture within the larger framework of Igbo
culture and language. Tracing migrations and incursions of peoples in
Africa south of the Sahara prior to white invasion (anywhere from around
1900 on back to the 16th Century, depending on the area) is done largely
through linguistic study, more conventional archeological inquiry, and the
analysis of legend. Much of even the local history of the Nsukka area de-
mands this kind of "documentation" for periods before the 1920's. There-
after, there are intelligence reports available, reorganization reports,
and the colonial field office records.

The area around the so-called town of Nsukka is dotted with villages
as is the whole of Igbo-land. Some of the more important of these towns
are Ovoko, Obukpa, Eror Uno, Ibagwa Ani, and Eha Alumona. The Nsukka
Division itself is in the northeast corner of the Eastern Region; it is
bounded by the Igala and Idoma Divisions, both in the Northern Region, and
the Abakaliki, Udi, Awka, and Onitsha Divisions in the Eastern Region. As
noted, these divisions are peopled by the Igbo primarily, or by closely
related tribes. It can be seen that the regional boundaries do not corres-
pond to tribal limits exactly. The "towns" or villages are usually
traceable to some figure in the past who established the tribal source

there. Sometimes this founder may have been the son of some powerful king

-14.-

or that king himself; sometimes a legendary hero; sometimes even an appar-
ently mythical figure whose exploits and origins, in the telling and re-
telling, shroud what might be termed "factual history." Until the estab-
lishment of the Okwoga Station in 1909 (and intermittently for some ten

years following) these villages raided each other, set up defensive alliances,
hired and supplied mercenary troops for local raids, and in general, con-
ducted their affairs in an autonomous.manner.

The first systematic effort to control and administer the Nsukka
Division was an extension of the general British policy in the Eastern
Region as well as the whole of Nigeria. The chiefship system was similar
to the obaship arrangements in the Western Region ("oba" is Yoruba for
"king" or "chief") and the emirate, indirect rule in the North. The Chiefs
were appointed by the District Officer and they had both administrative and
Judicial powers over their peeples. As could be expected, the quality among
them varied; some were effective and popular, while others quite the reverse.
Since the chiefs were not universally selected from the ruling group
(whether that group was a council of elders or a noble line) but were chosen
on the basis of contact with the white authority, the whole system broke
down among all the Igbo. About 1929, with the introduction of taxation,
the outbreak of riot and unrest forced the Colonial Office to set up a more
satisfactory system throughout the Eastern Region.

A complete reorganization of the chiefship system in Igbo territory
followed; details in Nsukka and other areas were worked out over a number of

years. The new administration system was based on the social order of the

-5-

Igbo villages as they existed. A system of native courts was organized
within districts; usually two representatives from a village or group of
villages sat on these courts. The courts adjudicated for their people
and advised the District Office on many matters of policy. The represen-
tatives were selected from the Ezes, or titlemen of the village in council
with the elders of the families living in the village. The Ezes in a
village varied in numbers, in their relationships to each other, and in
their relationship to the inhabitants of the village. Titlemen were chosen
by the elders; the elders being a type of council of the oldest member of
each family in the village. But the Eze performed his office independently
of control by the elders. His position as Judge and political leader had
a religious dimension; the Ezes were the priests of the local idols, who
were usua ly the founders of the different communities. Although any Eze
attained his position with the approval of the elders, his rule was seldom
conducted as a quasi-constitutional monarchy. The amount of power of any
Eze among the Ezes in a village was a function of economies and personal
charisma. In the reorganization of the whole British-Igbo relationship,
the problems of representation were some five or six years in solution. Not
only was it a matter of selecting who would be in the Native Authority from
a village; it was often a matter of which of several villages would be grouped
together as a unit from which representatives would be sent to the District
Court. ’

Changes and adjustments, large and small, which occurred in the quarter
century since the initiation of a relatively stable and effective relation-

ship between the British and the inhabitants of the Nsukka region were of a

- 6 -

similar pattern to those of other Igbo communities. Details will not be
supplied here due to space limitations, but a more than nodding acquaintance
with regional political deve10pments would be a requirement for a full study
of the several attitude dimensions of this research. Clearly, what happened
during those twenty-five years could color much of the composition of present
political and social opinions.

A special feature of the Nsukka scene is, of course, the University.

In 1955, leaders in the Eastern Region enacted into law the proposal for a
University of Nigeria. Prominent among them was Dr. Nnamdi Azikiwe, whose
strong influence was felt not only in the planning of the University's
structure and educational philosophy, but also the selection of its location.
In April, 1958, in response to an invitation for advice from educators in
Great Britain and the United States, the Inter-University Council of the
United Kingdom sent Mr. J.w. Cook, Vice-Chancellor of the University of
Exeter and the International Cooperation Agency (now USAID) sent President
John A. Hannah and Dean Glen L. Taggart from Michigan State University to
investigate the matter of starting a University at Nsukka and to survey the
site itself. As the finale to Independence Day Celebrations, on October 7,
1960, the Princess Alexandra of Kent opened the University of Nigeria at
Nsukka. Ten days later school work began for 220 students and 13 faculty
members. At the time of this study, there were over 900 students and in
June, 1965, 150 degrees were granted to graduates, all of whom were holders
of Higher School Certificates or General Certificates of Education, Advanced
Level.1 The plans are that the University will continue to grow to its peak

1See following "Description of Sample" pages 32,33 for explanation of
meaning and significance of these certifications.

- 7 -
enrollment of 6,000 students in or near the academic year 1970-71.

The Social Research Programs at UNN

Social research at the University of Nigeria at Nsukka rested upon the
larger plan of the University, a plan to develop the best available educa-
tional endeavors from Western experience (including European and American
components) coupled with African educational needs and aspirations. In the
main, of course, all research efforts rest on these kinds of educational
philosophies and facilities; but this study is specifically concerned with
empirical research into the make-up of student attitudes among the variety
of student types enrolled. A "land-grant" philosophy is at the center of
the interest in the composition of the indigenous population and practical
concern with institution building and research which directly touches
national development.

Along with the present effort there was a preliminary demographic
study of the area immediately surrounding the university and, as an adjunct
of this, a study of fertility patterns and infant mortality among the women
of this "Nigersity" area. Data and commentary on these research projects
are available at Michigan State University of Nigeria Program and the MSU
Library.1

The recency of the University's establishment and the pressing demands

for the staff to teach fairly heavy schedules were partial deterrents to a

more developed and versatile research program. An aim of the author and

1viz.,particularly Maria 0. Ahunanya's "Women's Opinions about
Fertility, Infant and Child Mortality in Nsukka, Nigeria", unpublished MA
thesis, MSU, East Lansing.

- 8 -

other interested parties is to try to incorporate into the teaching program
in the Faculty of Social Studies a self-sustaining research endeavor as an
important part of student training. Models for this are readily available;
not the least well known of these can be found at the University of Michigan's

Detroit Area Studies.1

Data Collection

The student attitude sample was taken from the total school population
as of May 1962 at the university of Nigeria at Nsukka. The list of the
registered students was obtained from the University offices and a selection
of every fourth student was made from the ordered list of the student num-
bers. A student's number is assigned to the student on his or her enrollment
at the university and, as the students arrive in a more or less random fash-
ion,2 the assumptions of randomness for the sample will apply. Sample se-
lection from a catalogued list in this manner fulfills the conditions of

randomness. (McNamar; p.383)

.AA A A ‘ ._

130me of the research reports available from the program are: Lenski,
Gerhard, THE RELIGIOUS FACTOR, Doubleday, Garden City, 1961; Miller, Daniel
R. and Guy E. Swanson, THE CHANGING AMERICAN PARENT, New York, Wiley and
Sons, 1958; Blood, Robert O. and Donald Wolfe, HUSBANDS AND WIVES, Glencoe,
The Free Press, 1960; etc. See also Ronald Freedman's "The Detroit Area
Study; A Training and Research Laboratory in the Community", AJS, 22, July
1953; PP» 30-33.

2It is the case that, due to limited and "communal" transportation
facilities, students from some areas of Nigeria may well have arrived on the
campus in groups; thus the assignment of student numbers would be in a "cor-
puscular" rather than a random distribution within the student body. However,
as the sample represents a quarter of the total pepulation, there seems little
reason to be too critical of the method of sampling.

. 9 -

In the event that the student number selected by this process was not
in fact represented by a student "body", the next lower number was taken.
Where that number was not matched by a student then in residence, the next
higher number was selected and so on as necessary. By this process a sample
of 290 students was generated. For each of these students a personal data
sheet was compiled from records available in the registrar's office. Some
of the most important data collected were age, sex, and region of Nigeria
from which the student had come. These and a number of other characteris-
tics will be discussed later under the heading, "Description of the Sample."

The students drawn into the sample were informed of their selection and
requested to appear at a Specified place on campus in order to give their
responses to a set of questions. During this group interview, they were
asked to respond on a Likert scale of five points (ranging from "strongly
agree" through "no opinion" to "strongly disagree") to 170 questions.

These questions had to do with attitudes toward (1) education, (2) govern-
ment and politics, (3) economics, (A) resource development and planning,
and (5) morality, religion, and customs. It is in these five general
categories that the questions and their response distributions appear in

Appendix A.

- 10 -

DEVELOPMENT OF THE RESEARCH PROBLEM

The youth of the university of Nigeria at Nsukka and the nation of
Nigeria prompted an interest in the students! attitudes toward the place of
Nigeria in the community of nations and their own relations to Nigerian
policical development and authority. or the many attitudinal universes
which might be tapped by the questionaire, a number of items were aimed at
the students| reactions to national problems. It was not known beforehand
whether these attitudes were well formulated, systematic, or consistent,
but that they were important was a basic assumption of the research. The
following discussion of the concept of nationalism, and its identification
and measurement in the context of social science research will relate the

theoretical concerns of this study with the empirical data.

Concepts of Nationalism: Theoretical Justification

Over three centuries ago the political reality of the nation-state
emerged in Europe. It is convenient to use as an historical landmark the
Treaty of Westphalia (16u8) as the point in the past which signals the
transition from a collection of European duchies and principalities held
together in loose federations to an arrangement of power, land, and people
held together in the relationship of a nation-state. Since that time, the
political configuration has spread to the Western Hemisphere, to Eastern
Europe and Asia, and to Africa. Since World War II the face of the earth
has been almost completely transformed into separate nations. The transition
has been violent or remarkably peaceful; whatever the conditions of the

change, it has been rapid. The universality of nationhood and the obvious

 

- 11 -

strength of the force of nationalism are reasons enough to devote research
energies in exploration. To quote from a recent source:

...the function of national organization is fundamentally the same

everywhere; we assume certain universal characteristics of the

nation-state that bind it irrevocably to social modernism as thus

far experienced in the world. But we also assume that the unique-

ness of each culture group will dause the patterns of development

of the nation-state to differ from case to case, and that the

changing technology and ideologies abroad in the world will also

cause Special characteristics in the emergent lands, depending on

when each begins to change and how long the process takes.

(EXPECTANT PEOPLES: Nationalism and Development, K.H. Silvert,

(ed-)1 P08)

Although nationalism "concerns certain kinds of common characteristics,
common feelings, and to a more limited extent, common action almost always
with relation to the state,"1 each emergent nation has undergone its own
variety of experiences. It is the intention here to explore the general
concept of nationalism in several of its aspects before directing our
attention to a particular way of looking at nationalism and also restricting
the region in which the phenomenon will be examined.

Nationalism can be considered in at least three different perspectives.
The first is legal or Juridical; the second, ideological; and the third,
attitudinal or behavioral. At the outset it must be stated that these are
only, at best, conceptually independent; as will certainly be obvious in the
explication of each of these aspects, the existential relationship of each
to the other is involved, complex, and inextricably close.

The legal dimension of nationalism suggests a geographical, political

entity whose central governing agency has plenary influence and control cuer

 

1Silvert, p.12

- 12 -

those inhabitants for which the government makes provisions and definitions
as nationals. This influence and control is recognized and exercised by the
governing body and consensually supported by the citizens at large.

The ideological content of the concept of nationalism has to do with
the extent to which the force and interest of the state override and tran-
scend the interests and group identifications of the citizens within its
boundaries and color its relationships with other nation states.

The behavioral or attitudinal aspect of nationalism concerns the
salience of nationality within the personality structure, the degree of
strength of that group identification for the individual citizen. At any
point of consideration, in order for there to be full undertsanding of the
concept of nationalism all of the above dimensions must be studied or at
least, not overlooked. Furthermore, it is clear that consideration of any
of these aspects of nationalism must be carried out with some understanding
of the social and historical characteristics of that particular nation and
the particular people about whom inquiries are being made.

As noted above, the spread of nationalism has been so extensive as to
nearly cover the face of the earth. Although admittedly a Western concept,
it has had its unique development in all areas into which it has moved.
North America, Latin America, Asia, and Africa have and are now Spawning
nation-states; the regional problems of each are different, yet they show
similarities within regions. Within any one of the larger geographical
regions there are, in turn, unique variants for each state. The factors
that are related to these different situations are contained in the types of

people who brought the seeds of nationalism and its related social phenomena:

-13..

urbanization, technology, industrialization. Not only are differences
manifest in this, of course; the variations are products of the indigenous
population, the economic geography of the region and the specific country,
and the timing of the mix of all these factors; that is, the condition of
the Western influence, the rest of the world, and the incipient nation-state
during the rise of nationalism.

In Africa south of the Sahara the change to nation-state systems has
been the most recent and abrupt. The speed of the change has, very likely,
much to do with the state of the rest of the world as model for the devel-
opment of nationalism and the increase in communication which puts this
model before the eyes of virtually everyone. The nation-states have
emerged largely within and as a result of the geographical expressions pre-
cipitated by colonialism. Their further splintering has been a result of
internal divisions along ethno-linguistic boundaries. Within each new
state the conditions of nationalism are the result of the relationship
established between the natives and the colonial power. This, in turn, has
been a function of the kind of political arrangements already in vogue.

It is a misconception that all of Africa south of the Sahara was or is
the same; that there existed only small, disarticulated, sedentary tribal
groups without history, movement, or especially complex social organization.
In the 500 or more years since Europeans invaded the "Dark Continent" there
have been tremendous migrations of indigenous peoples all over this vast
area. Some were the result of the invasion, but many were only a continua-
tion of a general pattern well established for centuries. Details of these

movements and amalgamations are only beginning to be worked out by cultural

- 1n -

anthropologists, geographers, linguists, and other scholars. A full dis-
cussion of this matter is far beyond the scope of this study, but a regional
history is a sine qua non for any adequate social science endeavor. At this
point, and for example only, mention is made of a few of the large units of
political organization, past and present. There was the great Zulu Empire
which fell before the Boers, but was a culmination of a migratory conquest
which may have started nearly two thousand miles to the northwest of its
00118P36 at the YEIIOW River battles. The Kingdom of Benin, though no longer
a power at all, was at one time the dominant force in the central rainforests
of Nigeria. The emirates and caliphates of the Hausa-Fulani people control
the Northern Province of Nigeria and, as will be discussed later, influenced
sharply the colonial Jurisdiction in the area, the political activity and
national feeling both before and after Nigeria's independence, and the
relationship of the whole people to the region and the national government

at present.

So much for a general statement of the effects of social history on
nationalism. These effects are felt at all levels of analysis; traditional
history is too often only an account of the Juridical aspect of nationalism.
The ideological dimension of a regional nationalism is very difficult to
assess, but it is a composite of larger institutional forces shaping policy
and form for the central government and the fluxing, dynamic influences of
individual attitudes toward that government. For a behavioral science, the
raw data for the study of nationalism can be this third category; the sym-
bolic, attitudinal perception of ones relationship to the nation-state and
the personal expectations for state action. The next section will explicate

this in general terms.

- 15 -

Nationalism as a Behavioral Science Datum: Theoretical Specification

It can be taken as given that nationalism, for whatever is meant by the
term, is a potent force in modern life. This fact is nowhere more evident
than in the so-called developing nations; in the older states of Latin
America which are changing from their own unique feudalist, primarily agri-
cultural, single commodity social system to modern industrialism; in Asia
where very old, despotic royalties and multitudes of peasants are readJust-
ing to each other in response to urbanization, independence, and industrial-
ization; and in Africa where all types of social organization and ethno-
linguistic collectivities are seeking viable nationhood in the fragmented
segments carved out by European colonial powers.

Nationalism is not only reflected in political structure, but also in
the attitudes and expectations of the citizens. A person's beliefs, atti-
tudes, and opinions concerning his country; himself in relation to the central
government; that government's policies; the relationship of the central agency
and other groups, large and small, to which he gives allegiance; the values
he holds, both for self and country; and finally, the position of his nation
vfs a via other nations - all are part of a possible total picture of ones
nationalistic behavior.

The multi-dimensional nature of the concept makes it very difficult to
assess. Conflicts within the personality structure are not only possible,
but probable. Therefore, a unidimensional measure of nationalism is a
hopeful goal, but the chances of developing a scale must be realistically
formulated. There are a few of the many possible attitudinal convolutions

Mentioned above, in addition to which is the problem of social and

- 16 -

psychological dynamics. Because the situational variables are in a process
relationship to each other, the nature of any one person's nationalism,
both as to degree and kind, is subJect to change.

There are a number of kinds of human behavior which could reflect
ones nationalism and a number of ways of observing these. One method would
be direct interview. In many respects this is satisfactory for finding out,
in depth, the total structure of someones beliefs and attitudes along any
dimension. For the purposes of this study, a survey technique was used
which hoped to develop, from a set of responses to some questions, a
measure of the amount of nationalism across a group of peeple; i.e., the
different strengths of national feeling held by people in a sample group.
This method of data collection and analysis does not deal directly with the
formation of a citizen's nationalism, the strength of nationalist feeling
in the personality structure, or a number of other important behavioral as-
pects of attitude study. However, a differential measure of pro or con
attitudes toward national identity allows for comparison with other data.

One way of looking at nationalism is to consider it a group identifi-
cation. There are many group identifications in a person's belief system
which make up his self identification. There are, in most instances,
regional identifications which are part of the total belief system as well.
One says of himself, "I am an American." He also says, "I am from New
Jersey." (Neither of these statements exhausts the types of utterances or
understanding, or behaviors in general, which establish this type of re-

lationship between self and nation or region, of course.) Both serve to

- 17 -

identify him not only to others, but to himself. On separate issues, one
association may dominate the other, but over a number of issues and in
several contexts a relationship between the two would be discernible. As
a theoretical postulate, the relationship suggested here is curvilinear;
that is, high nationalism correlates with high and low regional identifica-
tion, while middle values on each measure are associated. This could be
tested, of course, by eta. The argument in support of this relationship
lies in the psychodynamics of these types of group identifications. It has
been assumed that nationalism is a potent force, both at the level of inter-
national politics and personal involvement. For the person who finds com-
fort in strong identification of self and country, one would expect the
same kinds of attitudes toward the region in which he was raised or lived
for some time. This would hold for some but not all. Due to the increased
movement associated with modern life, this regional involvement is often
shattered by migration. Furthermore, and within the psychodynamic rationale,
for many the aims of country and the identification of self with the policies
and fate of ones nation can transcend or even eclipse regional identifications.
In semi-contrast, for many of those people not particularly nationalistic,
there seems no reason to assume a strong regional identification.

Another exploratory avenue would be the relationship between political
activity and nationalism. An actual proposal for such a study is part of
the critique and summary at the end of this thesis. Given valid measure;
ments of both behavioral concepts across members of a population, the working
hypothesis is that a positive correlation between nationalism and political

activity exists. Some work has been done along this line already.

- 18 -

(Goldrich; Terhune). The rationale for the hypothesis is that political
goals tend to be directed toward the national level because of the dominance
of the central authority. This is especially true in the new nations whose
political reality is of recent origin.

Statements of the associations among nationalism, "modernism", urban-
ization, industrialization, etc., are found throughout the literature of
the behavioral sciences. If it were possible to articulate the concept of
"urbanity" within a cultural setting, which would be a chore on the same
order of difficulty as that proposed here for nationalism, the expected
relationship between the two, urbanity and nationalism, would be positive

correlation. An index of urbanity might be from demographic and biograph-
ical data; that is, specie-temporal, with limits being set for length of

residence in pOpulation centers of such and such density and expanse. It
might also be a graded set of preferential attitudes supposedly stretching
across an urban::non-urban continuum. It is conceivable that an apprOpriate
measure of urbanity could be a combination of the two dimensions. Whatever
methodological devices were worked out, it would be valuable to set some
empirical ground under a generally accepted relationship.

Three types of behavioral variables have been discussed for comparison
with the distribution of nationalism among people in groups. One is quite
similar to the behavioral datum, nationalism, in its conceptualization and
measurement. Urbanity does have a possible demographic facet; but recall
that nationalism does, too; that is the geOpolitical unit throughout which
the Juridical aSpect of nationalism prevails. Political activity is another

type of behavioral variable and identification of self through group and

. 19 -

regional associations is a third, although the latter is clearly a belief
or attitudinal construct. These are only three of many possible areas
within which degrees of nationalism might differ significantly.

In all of the above discussion, the concept of nationalism has been used
in a normative sense. Whatever psychopathology might underlie any one per-
son's nationalist values is not of concern here. It would show up only as a
score on a scale; very likely at one of the extremes. The issue is raised
to point out that any score on a properly conceived scale need not reflect
abnormality. Like many other attitudinal aspects of personality structure,
nationalist feelings are formed and maintained in a specific cultural and
domestic setting as part of each person's hold on reality. Objective con-
sideration of the concept and its correlates is best undertaken without

explanations of pathology.

Practical Research Problems

Can the concept of nationalism be operationalized, identified, and
measured? Is the multivariate nature of this attitude universe such that
it can be isolated? There are several available research tools which might
be applied to sets of item responses in order to produce a valid and reliable
measurement instrument of such an attitude T. ' - ' Scalogram analysis
is one. It has much to recommend it, not the least of which is that scales
can be generated from data produced by informants on one exposure rather
than submitting sets of items to a group of Judges. The situation demanded
this approach to the problem of attitude measurement; the original questions
had not been prejudged. Failure in scaling efforts would require further

search.

- 20 -

The data could also be factor analyzed in order to identify a
"nationalism" factor among the item scores. or course, factor analysis was
originally a statistical check for relationships among "known" measurements.
The classical report by Thurstone and Thurstone (l9ul) analyzed sets of
scores from over sixty different test measurements of intelligence. However,
factor analysis has come to be used quite often as a searching device for
relationships among data without a previous statement of theoretical or
empirical foundation. The mathematical manipulation is the same in both
cases. Although not an ideal experimental design, it has proved useful in
the past.

In the following sections, the performance of these analytical tech-
niques as directed by theoretical concerns and the conditions of the data

will be described.

- 21 -

METHODOLOGY

Limitations of the Data

Several problems arose in dealing with these data. First, and most
important, the registration forms for personal data records were not in
every case complete. For example, there was a lack of data on social char-
acteristics. No behavioral data were collected. Certain problems in infor-
mation gathering might have been avoided if the informants had been faced
directly with one questionaire. With direct questionaire administration,
losses from the sample (derived from the "administration" of two separate
questionaires) would not have occurred. Some of these problems, as they
are relevant to this study, are discussed later.

The relevancy of these issues is obvious; information appropriate to
this kind of social research is not necessarily contained in records for
college registration. A corollary problem, to be discussed further in the
following section, is that there were numerous items germane to the regis-
trar's purposes which had limited value to the research aims. For example,
simple religious identifications and organizational affiliations are not
nearly as useful as information concerning frequency of attendance or ex-
tent of participation. Possibly the most serious feature of all lay in
the extensive "no answer" categories for some items deemed important to
specified research interests, e.g., tribal identifications. A reasonable
effort by the researcher in a direct confrontation with the respondent would
more likely have produced fewer "no answers" or would have allowed for a more

useful interpretation of that category in the analysis. Finally, subject

- 22 .

loss and data error are results of chronologically and methodologically
separate efforts to obtain the two types of response protocols. Sample
selection from a catalogued list is seldom if ever completely matched by
people; therefore, losses are increased by double exposure. In addition,
error is introduced with the mediating agent or third party responsible for
transferring registration records to research questionaires.

As regards the attitude survey protocols, limitations are perhaps less
a matter of methodology than general research design. The primary problem
with reference to the present study could be seen as a post hoc criticism
rising from different expectations in this research purpose and the orig-
inal. nevertheless, it is felt that severe difficulties stemmed from the
widespread, diffuse nature of the attitude universe tapped by the 170 item
questionaire. Furthermore, individual items frequently appeared to contain
more than one area of inquiry. Admittedly, this problem is always part of
questionaire construction; however, the problem here may be larger than
night be ordinarily expected.

Discussion of these issues is accompanied by an understanding of the
restricted time, staff, and funds available during the period of data collec-
tion; furthermore, social research is a difficult process at best, and de-
ficiencies in practical experience as well as theoretical sophistication
plague the critic perhaps more than the designer. A perfectly tight line
from theoretical assumptions through research design, to instrument con-
struction, sampling, data collection, analysis, and conclusions has yet to

be drawn in social research.

- 23 -

Preparatory Work on the Data

The data arrived in East Lansing in two forms: (1) the original
questionaires and (2) sets of punched data cards. However, preliminary runs
of the cards disclosed sufficient problems to warrant recoding the personal
data material and punching a new set of cards. Verification of the data
cards from the opinion response sheets revealed their accuracy. Following
these activities, of course, numerous work decks were compiled for the dif-

ferent analytical procedures discussed below.

Description of the Sample: Age and Sex Distribution

It was a surprise to no one that the full list of students originally
compiled was not represented at the group interview. The following tables
show distribution by age and sex of the students who took the questionaire
and those who, for one reason or another, chose to remain aloof. A simple
difference of proportions test reveals that there is no significant differ-
ence between the sub-samples on sex. An examination of the mean, median, and
mode suggests no significant difference as far as age is concerned. (See
Tables 1 and 2)

Table 1: Sex Distribution

 

Sex Number taking % Number not taking %
Questionaire questionaire
Male 205 . 88% ”4 77%
Female A 28 12% 13 23% #

 

Total 233 57

- 2a -

Extrapolating from these comparisons, it seems entirely reasonable to
assume that the sample of students taking the attitude questionaire is
representative of the student body of the university of Nigeria at Nsukka
at the time. In any event, there exists no way at this time to repair
whatever discrepancies exist. There is no reason to examine the two sub-
samples along other dimensions in order to seek out special characteristics

of those 57 students originally selected which would correlate with their

 

 

 

absence.
Table erfflfie of Respondents

Age Taking Not taking Total UNN

Questionaire Questionaire Sample
18 3 1 LA u
19 3 2 5
20 12 7 19
21 21 3 2h
22 39 6 #5
23 30 8 38
2h 25 7 32
25 21 u 25
26 15 3 18
27 2n n 28
28 14 l 15
29 6 3 9
3O 10 l 11
31 2 1 3
32 3 2 5
33 3 2 5
35 l - 1
36 - 1 1
39 - l l
#2 1 - 1
Totals 233 57 290
Mean Age 24.5 2n.7 2u.5
Median 23.+ 23.+ 23.+

Mode 22 23 .22

- 25 -

Table“): Place of Birth

 

Eastern Region: (Igbo) Onitsha, Enugu, Port Harcourt, etc. 1H”
3 " (Efik) Calabar Provinces 9

" (Ibibio) uyo, Annang Province ' 15

f ” (IJaw) Degauna, Kenagoa Province u

" (mixed) OgoJa 5

Western Region; ((Benin) Midwest 16
" (Yoruba) Other than Beni) Midwest 23

Lagos Region 5
Northern Region u
Other West African Country 3
Other 3
Unknown or No Answer 2
Total F 233

Table 3 is a breakdown of the respondentsl places of birth for those
students taking the questionaire. (Subsequent tables and descriptions will
deal with this sample population exclusively.) The information in the
parentheses is the assumed tribal origin of the respondents in light of
their known birthplace. Of course, the assumption is valid in most cases,
but it would not be reliable for research purposes. For this population,
there might be a number of reasons why their families were not in their
normal site when they were born. A number of their fathers were in govern-
ment service and teaching and could have been stationed away from their
ordinary home. If adequate data had been collected to determine the place

in which the respondents had been raised, some of these problems would have

. 26 -

been overcome. It is often the case that when children are born into a
family which, for some reason or another is away from home, they will be

sent back to be raised by a relative, usually the father's brother.

 

 

 

Table #2 Father's Tribe Table_5: Mother's Tribe
Unknown or No Answer 81 80
Igbo 100 98
Efik 1 l
Ibibio 8 8
IJaw 2 2
Annang 6 6
Yoruba 18 19
Beni 3 3
Others 12 13
Does Not Apply 2 3
83m 233 .233

Comparing Table 3 with Table 4 introduces some of the more serious
problems resulting from the second-hand collection of the data on the per-
sonal background of the subJects. The unhappy fact that one quarter of the
sample did not make available on their school records the tribal affiliation
of their fathers interferes with the analysis along an extremely important
dimension. Separating those students for whom tribal affiliation of father
was recorded and matching this with their birthplace (data from Table 3) in
order to assume their tribal origin would subject the analysis to too much

strain.

- 27 -

For instance, under the three categories on Table 3: Western Region:
(Bani) Midwest, Western Region: (Yoruba),0ther, and Lagos Region, the infor-
mation is geographical, as it is for the whole table. It would be next to
impossible to ascribe tribal affiliation to those students who did not make
their own identification. For most of these in the second group, the best
guess is that they are Yoruba, as indicated, but the tribal composition of
the first and third groups would be quite mixed. Assignment of tribal
identification from this information would be foolish. Future study, as
will be systematically proposed in the final chapter of this thesis, would
not resort to school records for background information, but would construct
a questionaire to be submitted directly to the students themselves.

The matter of tribal identification is a special problem among the
young elite of Nigeria and Africa in general. Although one can only specu-
late on the face of these data, the failure of one quarter of the sample to
list the tribal background of their male parent is very interesting. Why is
this important characteristic overlooked? It is suggested that the stronger
the feeling of Nigerian nationalism, the more likely the subject would fail
to list father's tribe. There are strong ambivalences among young Nigerians
as they come more and more to identify themselves as Nigerians; by doing so
they become in some senses "de-tribalized." Almost all of their associations
have been and are along tribal lines, however, and many of the strains of
social and political life within Nigeria are across these lines. Interest—
ingly, within the university of Nigeria at Nsukka, possibly in an effort to
speed up the detribalization process or in an effort to avoid the unhappy

consequences of conflict in this sensitive area, tribal associations as such

- 28 -

are forbidden by the University authorities. Even the most superficial
acquaintance with student life at the university reveals, however, that
this stricture does not eliminate the strong tribal ties which exist.

Friendship patterns and group activity parallel tribal ties.

Table 6: Religion

Roman Catholic 79
Protestant 135
Protestant, Anglican 8
Moslem 8
Jewish 0
Other 0
No Religion Stated 0
Unknown or No Answer 8

The makeup of the sample by the religion of the respondent is particu-
larly interesting in that none of the students list a traditional affilia-
tion. Since it is known that the mission schools handled nearly all of
the primary education offered in Nigeria at the time these people were in
attendance and further, that Christianization, Westernization, and modern-
ization were in the minds and aspirations of the mission teachers, their
converts, and the students it is not surprising to see it in this distri-
bution. But the majority of the total population of all of Nigeria is not
Christian. This is, of course, true in the Northern Region; but even in the
southern sections, where Christian influence has been felt for decades,

traditional religion is widespread and active. The results of the research

- 29 -

around the Nsukka area showed that the great majority of the households were
followers of a traditional religion. Yet this group of young, trained, po-
'tential leaders are all separated from the indigenous people on this dimension.
The attitudinal associations of these Christianized students will be
worthwhile points of research. Differences among them on some kind of
religious measure would be interesting in itself. Attention to this matter

will be discussed later.

Table 7; Number of Wives of Father

 

No. wives living; widowed 1
One wife 78
2 wives 3LL
3 " 1n
4 " 9
5 " q
6 " l
7 " 1
8 or more wives 6
Unknown or No Answer 87

233

. Table 7 is eSpecially interesting in contrast to the information in
Table 6. The data which could show how many of the sample are at least
"second generation" Christians are not available, but there is reason to
assume that the largest proportion of those 67 fathers who are reported to

have more than one wife are not Christians. "The largest proportion" rather

- 3o -

than all, since from the end of the Second World War there have been in-
creasing efforts not to perpetuate the all-good-whiteman::all-bad-blackman
dichotomy with which the mission movement has proceeded throughout more of
its history. This is to suggest that there have been enlightened efforts
to allow for a Christian life within an African context which could support
both Christianity and more than one wife. Furthermore, some of the multiple
listing may reflect sequential wives rather than polygamy.

Differences along a religious dimension and their relationship to
fathers with one wife or more might be interesting to explore, but it must
be put off to a time when the data on the latter characteristic is more

complete and less ambiguous.

 

 

Table 8: Father's Education Table 3: Mother's Education
Unknown or No Answer 110 11%
No formal education stated 43 78
Undesignated amount "some" 14 8
Standard 1 or 2 5 8
Standard 3 to 5 20 9
Standard 6 17 8
Attended Teacher Training Coll. 5 2
Form 1 to 5 or Govt. College 11 2
Form 6 (HSC) 6 1
Attended Univ., did not grad. O 2
University Graduate 1 1

Master's Degree 2 O

233 233

- 31 -

Tables 8 and 9 need a little comment. Since the importance of educa-
tion in the students! perspective is so high, it is reasonable to assume that

the 110 and 114 Unknown or No Answer responses which are shown in Tables 8

y
I

and 9 respectively actually represent no education for the fathers and mothers
of the respondent. Here again, the difficulty stemming from the collection of
vital data from records culled by a third party are evident. However, taking
the above assumption at face value for the moment, the information tabulated
is quite revealing. Standard 6 is about the equivalent of 7th, 8th, or 9th
grade level here in the United States. The span is put at three years in
order to cover variations in schools both here and in Nigeria. This means
that only one—tenth of the father of the students in the UNN sample have

more than an elementary education. These tables serve to point up the
overwhelming problem of mass education in Nigeria; here are an educational
elite, of sorts, only one-fourth of whose parents (adding the mother and
father) had any education at all. Furthermore, at the high end of the

scale, the parents recorded as having attended or graduated from college

are non-Nigerians. That is, they are staff members visiting from either
Great Britain or the United States whose children are students in attendance

at the University of Nigeria.

- 32 -

Table 10: Certificate Received at the End of Secondary Education

 

Unknown or No Answer 8
Teachers Certificate Grade III 3
Teachers Certificate, Grade II (HETC) 39
General Certificate of Education; 5 or 6
Subjects (G03) 7
West African School Certificate (WASC) 118
Cambridge School Certificate (C80) 23
G.C.E., Ordinary and T.C., Grade II 6
WASC and HETC 3
GCE, Ordinary and GCE, Advanced 1
WASC and GCE, Advanced 11
Higher School Certificate (H80) 3
WASC and H80 ‘4
CBC and H30 1
080 and GCE, Advanced 7
Other Diploma 3
233

Table 10 needs explanation to all unfamiliar with the secondary edu-

cational system in what used to be British West Africa - and even to some

who are acquainted with it.

The precise ranking of the various certifica-

tions on a continuum of least to most educational preparation cannot be

established. The most important reason for this would be the understandable

biases emitted by different certificate holders from whom the judgments for

-33..

ranking would be gleaned. However, some hint of this elusive ranking is
probably expressed in the table as it appears. The lesser amount of prep-
aration would be at the top and the greater amount at the bottom.

All five of the universities in Nigeria1 now ask as minimum entrance
requirements, either a General Certificate of Education with two passes at
the Advanced Level or six passes at the Ordinary Level, or the Higher School
Certificate with passes at Principal Education in at least two subjects
germane to the anticipated course of study at the University. The equiv-
alent of this (for students outside of the Nigerian educational system,
primarily) would be accepted on petition, of course. At the time of the
study these regulations were not in force. The table is offered only for
its descriptive interest; no further analytical effort seems indicated.

A number of other tables are presented in Appendix B. They were
generated from the data collected from the studentsI records and are in-
cluded for their value to those interested in these characteristics of the
student body at the University during the time of this study. No detailed
commentary accompanies them; it was felt that the information contained

did not relate to the questions treated in this study.

Preliminary Scale Analyses
All 290 students for whom background data were collected were asked

to take a 170 item questionaire. It was presented in an assembly where

 

1The five universities are University College at Ibadan (1998),
Ahmadu Bello University (1962), university of Ife (1962), University of
Lagos (1962), and of course the University of Nigeria at Nsukka (1960).
The dates are those years in which the universities first opened and classes
met.

 

O

 

 

 

 

-311-

each item was read aloud twice and the students were to indicate whether
they agreed strongly, agreed, held no opinion, disagreed, or disagreed
’strongly. A previous section discharged the problem of representation by
the sample taking the questionaire; apparently random forcesecontributed'
to the absences. Care was shown by the 233 students filling out their
protocols; responses from only one member of the sample were discarded on
the judgment of failure to complete. Those few scattered’items for which
a student here and there gave no indicated response were designated as

”no opinion" responses. The total number of items was 170; however, there
were four pairs of identical questions. Distributions for both Items in
each pair are listed together with item numbers as they were oh the orig-
inal. In fact, all distributions are listed in Appendix A. They appear
as percentages of raw, uncorrectedlresponses. The items are grouped in
Appendin‘g somewhat arbitrarily to show the types of attitude responses
sought.

Several attempts were made to narrow the scope of the attitude universe
by a variety of scalagram techniques. Secondary analysis precludes a number
of attitude scaling devices; but efforts were made to generate unidimensional
measuring instruments. A particular emphasis was laid on obtaining a scale
of nationalism. The procedures will be described below.

An initial attempt at scaling was tried by randomly selecting a sub-
sample of 50 respondents from the total. These respondents were then scored
on eight different sets of items. These items were selected from the orig-
inal Questionaire and categorized on face validity under the following head-,

ings: Nationalism (11 items), Internationalism (12 items), Black Nationalism

1,"uncorrected" means before "no response” answers were combined with
no opinion" for computation purposes.

- 35 _

(10 items), Land-Grant College Plan (9 items), Nigerian Customs (10 items),
Attitudes Toward Women (11 items), Economic-Political Policy (15 items),
and Democratic Ideals (14 items). Each of the 50 students in the sub-sample
got scores on each of the eight possible attitude scales; item scores were
reflected where appropriate. Scoring on each item ranged from one to five
points, counting one (1) for Strongly Agree responses and five (5) for
Strongly Disagree. The eight categories were then manipulated by the
adaptation of Guttman scalogram technique developed by F.B. Waisanen in
Hickman and Kuhn (229).

The specific items in each grouping are not listed here because none
of the fiu.-sets generated a true or even quasi-scale. Several of the above
categories could be combined under the rubric of nationalism, which would
give a larger number of items theoretically related to an attitude universe;
so further analysis was undertaken.

A second effort was made by selecting #7 items from the original 166
which could be related to nationalism on face value. Each respondent was
then given a summated score on all #7 items. Item scores were computed as
before. This can be conveniently done with several passes of a work deck
of IBM cards through an IBM 6OW-8U computer. Reflection, where necessary,
is a simple matter. The #7 by 232 matrix was printed out on an IBM 704
after the cards, each one representing a subject, were ranked according to
total score. Again, no scale was found from these data, but a final effort
was made with the same 47 items. It was thought that the manipulation of a

#7 by 232 matrix may have been so complex that human error obscured a valid

- 36 -

measure. With such techniques as are now available, the effort involved
in this method is not worthwhile.

A third and final effort was made to generate a useful measure of
Nigerian nationalism by scalogram analysis. The same 47 items from 232
subjects were fed into a CDC 3600 and analyzed in a Multiple Scalogram
Programl, which is a modification of the original Guttman technique for
this computer. The program handles all possible reflections, so the deck
contained raw data with only a few corrections for "no answer", as noted
earlier. Unfortunately, the results of this analysis also failed to give
up a useful scale. Either the number of items in any one scale was too
low (2 and 3 item scales) or the difference between the coefficient of
reproducibility and the minimum marginal reproducibility was too low; or
in some cases both.

The final disappointment put an end to further scalogram analyses;
however, a factor analysis was carried out. The discussion of this pro-

cedure follows.

Factor Analysis

97 items of the original 170 were selected on the basis of their dis-
tribution. Those items with which there was more or less unanimous agree-
ment or disagreement were disregarded as, in a special sense, non-

discriminatory. The selected items were entered on a work deck of IBM

 

1Hafterson, John 14., MULTIPLEX SCALOGRAM ANALYSIS (MSA) ON THE CDC
3600, Technical Report No. 6, Feb., 1964, MSU Computer Institute for Social
Science Research.

- 37 -

cards for 232 students. The data were then fed into the CDC 3600 pro-
grammed for a factor analysis (FANOD 3) with the hope that at least one of
the‘factors which emerged would serve as a measure of nationalism. The
program was to run until fewer than three items loaded according to the
Keil-Wrigley criteria.1 The data went through fourteen rotations, but the
variance explained after the first eight rotations was hardly more than the
expected variance of the items with high loadings would account for them-
selves. An examination of the eight factors follows, which contains a

number of interesting features in itself.

 

m

1DeJonge, James J. and F.M. Sim with revisions by A.V..Williams,
FACTOR ANALYSIS PROGRAMS, FANOD 3 and FANIM 3, MSU Computer Institute for
Social Science Research, Technical Report 2 (Revised).

- 38 -
FINDINGS

The results of scale analyses were disappointingly barren. Scalogram
.echniques of several kinds failed to produce useful measuring instruments.
However, the results of the factor analysis were more rewarding.

In the discussion that follows, the items with the highest loadings on
each of the factors are listed with two numbers preceding each item. The
first number is that under which the item is sequentially listed in Appendix
A. The number in parentheses is the item number on the original questionaire.

Succeeding each item is that item's loading on the factor under scrutiny.

Factor.I.

At first examination and for some time thereafter, the identification
of this factor was obscure. This was particularly galling since the first
factor in a rotation is considered to be the "strongest." Close study of
the items suggests the following interpretation.

66. (103) The success of the Nigerian Government depends solely on the
responsibility, honesty and efficiency of the native authority. (-.53u1)

11. (168) A university education will better equip me for life in my
village. (-.n666)

123. (159) The people who work by the sweat of their brows are the best
citizens. (-.#u81)

The negative loadings of items concerned with the success of the
Nigerian Government being dependent upon the native authority, village life
vis a vis university education, and menial or manual labor as a positive
measure of good citizenry suggest this factor as an expression of self

esteem. The respondent with a high score on this factor is saying, in

- 39 -

effect, "It is I who will determine the success of the Nigerian Government,
not the native authority; my UNN experience will not equip me for village

life; it is people like me who will make the best citizens." That this was
the strongest factor to come out of these data is not surprising; a consis-
tent reflection of self-image is likely to emerge from evaluations of dis-

parate subjects.

Factor Ilszeligious Factor

 

The religious factor came out consistently through several rotations,
which speaks for its solidity. It seems, from an examination of the items
and their loadings (with particular attention to the signs) to be concerned
with the Christian-Missionary religion exclusively. It will be recalled
that the statistical picture of the religious affiliations of the students
in the sample is consistent with this interpretation. An hypothesis which
might be tested in the future would be that those students with a high
degree of religious activity and/or identification would score signifi-
cantly lower on a nationalism scale than those students without such. The
theoretical position behind making this prediction would be that the relig-
ious identification seems to be in terms of the universalistic, Western
Judeo-Christian religion rather than the more insular native worship.
Certainly, some of these items would be used in getting a measure or
religiosity in a subsequent study. Factor scores were computed and a Split-
half reliability check was made. The 3 was .69 which is well within the
limits of significance for N:233. Social background data being as sparse

as they are and other attitudinal measures lacking, no further analysis was

.110.

made. Here are the items in Factor II.

11h. (86) Religion provides one with the major sources of satisfaction
in life. (.6u8u)

111. (37) Religious education is better than secular education for pro-
ducing the kinds of leaders Nigeria wants. (.5u65)

121. (135) The tradition of family and church have not changed and are
still adequate guides to the "good life." (.51u1)

117. (6) The morals of Nigeria would be better if more peOple went to
church. (.u870)

112. (an) Having children is sacred and God's business and should not be
interfered with by artificial methods of controlling the number of children
a man and a woman may have. (.uzll)
107. (146) Tax exemption for religious bodies should be abolished. (-.u228)
110. (25) Our Christian priests and ministers cannot be trusted. (-.u83u)
116. (153) Religion should be brought under government control. (-5231)
115. (110) Foreign missionaries have outlived their usefulness. (-.600u)
In this, as in all other selections of the items loading on a factor,
there was an arbitrary cutoff at 1.N000 or higher. It is possible that
these items may have scaled out, but that can be left to a future study.
Also for the future would be the exploration of the relationship between a
measure of religious involvement and religious activity. (See discussion
earlier under Description of Sample-Religion)
Christian religion seems to have high value among these students. This
value is attached to activities in daily life, morality, and family life.
It would seem, from the items, that religion and education can be associated,
but religion must remain free of government control and economic pressure.

Interesting, too, is the general agreement that "Foreign missionaries have

outlived their usefulness." 72% of the students strongly agreed or agreed

~141-

with this statement. (See Appendix) It is particularly interesting in

light of thernature of the factor. This makes even more plausible the
hypothesis as to the relationship between nationalism and religiosity among
the students. Whatever this religious factor is measuring, the item with

the highest loading has negative sign and is supported by the majority of

the students. From the nature of the item itself, the students' support
stems from their anti-foreign attitudes; the significant £_of the reliability
check suggests that the factor is a sensitive discriminator among the re-

Spondents.

Factor III: Independent Action Factor

As with the first factor in the eighth rotation, there were only three
items that met the arbitrary criterion of factor loading above i.#000. How-
ever, there seems to be a clearer relationship among these three items.

#1. (88) A faculty adviser to the student newspaper always interferes with
the freedom of expression of students. (.uuoo)

73. (8) Nigeria should give unqualified support to the United Nations.
(" ousuu)

87. (157) There is no stronger force for peace in the world than the
United Nations, and only it can save us from war. (-.h900)

In this Independent action factor the majority of the students on the
separate items are in opposition to items in the factor itself. Both
questions pertaining to the UN are supported by a substantial plurality:
57% agreed to 28% disagreed for item (8) and 69% vs. 20% for item (157).
The students on these and other reported items who neither agreed or dis-
agreed answered "No opinion" on the Likert scale or were assigned that

value for the analysis in the event of their not answering the question at

—42-

all.) Conversely and in keeping with the above, 42% did not agree that the
faculty adviser to the student newspaper interferes with freedom of expres-
sion while only 29% agreed. (In both of the above and in subsequent dis-
cussions the categories Strongly Agree and Agree will be collapsed as will
the Strongly Disagree and Disagree responses.) This factor might be explored
in a future study, but it would need careful work in an item analysis to
supply some further questions and to define the boundaries of the factor

itself.

Factor IV: UNN Factor

 

As was noted in the section of scaling, an unsuccessful effort was
made to extract from a selected set of responses a measure of the students!
attitudes toward the Land-Grant College idea. Nothing came out, either by
the Waisanen typewriter technique or the scalogram analysis, but this factor
may be a shadow of that sought-after attitudinal dimension. The high neg-
ative loadings on those two items which criticize the practice of more than
three years of college is evidence of support for the UNN program and
opposition to the British tradition in higher education. It is not sur-
prising that this factor came out of the responses by UNN students; it is
disappointing, if not surprising that no better measure of the students!
commitment to the educational experiment of which they are a part was forth-
coming.

129. (35) Living in a hostel with a roommate is more desirable than having
a private room. (.4040)

14. (18) A practical university program in Nigeria should not require more
than three years. (-.6172)

-113-
20. (58) To spend more than three years at a university is a waste of
time and money. (-.7089)
This factor, though of real interest to all concerned with the UNN,
would be an area of research to be left to a separate study in the planned

replication.

Factor V: Attitudes Toward Women in Nigerian Sociegy

It will be recalled that an effort was made to scale a selected set of
items in the original questionaire with a random sub-sample of students on
the very kind of thing which this Factor V seems to contain. Of course,
scaled items and items in factors are different analytical concerns; but
the range of the item loadings and the near-scale reported earlier support
each other in that there is a discriminatory set of items possible on just
this question. Below are the items and their loadings. This factor gave a
split-half reliability 5; of .768.

126. (21) Nigerian men should show more respect for women. (.6736)

136. (76) A lady should always be served first. (.6515)

130. (46) Men should stand up as women enter a room. (.6249)

154. (85) Women have a right to demand more respect from men. (.4733) _
142. (114) It is much safer to trust only your countrymen. (-.4ljb)
161. (167) A woman's place is in the home. (-.4724) .

This factor with nearly all of the items with their listed loadings
and signs (approximate loading values, but consistent in degree and direc-
tion) maintained itself through a number of rotations. It is suggested
that this persistence through several rotations gives a type of construct

validity, to use Cronback and Neehl's terms; the instrument seems to hold

.41:-

up the theoretical construct in a persistent and logically consistent
manner. One point of special interest was the appearance of Item (114)
throughout. The speculation is that "countrymen? was interpreted in some
way as different and opposite from "countrngmgg." Of course, in 97 items
there are bound to be some items which load heavily from chance alone, and
this is not the only case of such in these factors. Either or neither in-
terpretation may explain Item (114). The distribution of the responses and
the factor loadings indicate that the relationship of men and women in
Nigerian society is a matter of differing opinions and attitudes. Consid-
ering this issue in light of our present concerns with Nigerian nationalism
and with an historical perspective, the following comments are offered.
Many of those students who support the idea of increased freedom and oppor-
tunity for Nigerian women either have undergone a change in this attitudinal
realm themselves or represent a different position from their parents. We
would assume that there was a sex difference on this question; that women
in the sample would almost wholly support the new freedom. However, if

all of the women were excluded from the sample, the number of male stu-
dents who are represented as pro-female is still substantial. An hypo-
thesis then might be advanced that those people who tend to feel women are
due more respect and are entitled to seek their own ends in fair competi-
tion with men (that is, would score high on a scale'cerresponding to Factor
V) will score high on a nationalism scale. The argument for this hypo-
thesis would be that nationalism, in part, represents a transcendence over

family, village, and tribal group identifications; it is allied with a

-45-

concept of modernity and as such, would relate positively to a similarly
"Modern" idea of an emancipation of women from their traditional, subser-
vient role. There might also be significant differences among those

«6
respondents on the basis of their tribal origin, since the Yoruba and the

‘0

Igbo, to name two instances, are different in the relationship of women to
the total society. Igbo women have been much more aggressive and entre-
preneurial in trading than Yoruba women.

' Whether this type of inquiry would profitably be included in an extend-
ed study of Nigerian nationalism would, of course, be a matter of choice
for the investigator. The solidity of the factor, its apparent discimina-

tory power, and the importance of the issue from a social standpoint would

certainly argue for its inclusion.

Factor VI: Academic Freedom

38. (38) It's quite proper for a professor to hold important offices
outside of the University. (.5537)

48. (25) If a university professor has the time, it is his personal
business if he becomes employed by another institution or agency. (.4687)

134. (68) To be successful, all one needs is money. (--“3”5)

45t (117) Professors in a university are employed primarily to teach;
therefore, personal extra-mural activities should be eliminated. (-.5144)

This factor is reasonably clear-cut. The relationship holds for three
othhe items with no difficulty; for Item (68) it can only be guessed that
the blatant materialism (to which a substantial majority of the students
responded negatively) was properly and significantly opposite to the value

of the factor. It could also have been positively related to the idea of

- 46 -

"making some money" which was implicit in each of the other three items;
but the sign of the loading on the factor denies this. It is doubtful if

this attitudinal dimension would be explored in the pr0posed future study.

Factor VII: Anti-Black Nationalism
Recalling efforts made to scale just such an attitudinal area, it was
interesting to see this factor emerge from the correlation matrix.

67. (107) Any black man should be welcomed to apply for Nigerian citizen-
ship. (-.5407)

141. (111) It would be to the advantage of American Negroes to emigrate
to Africa, their ancestral land. (-.4974)

15. (29) Nigeria's universities should be like universities in socialis-
tic countries. (-.4640)

101. (96) When there are not enough jobs to go around it is the fault of
the government. (-.4572)

147. (156) Africans are not regarded as foreigners in Nigeria. (-.44l3)
Any discussion of nationalism will have to deal with the matter of
racial identification. The negative loadings of Items (67). (141), and
(147) suggest the factor be called AggirBlack Nationalism; however, a
majority of-the students would score low on this factor. For each of'the
three items listed above, a majority of the responses were in agreement;
that is, over half of the students in the sample felt that Negroes from
anywhere were more or less welcome to come to Nigeria. What this means in
relation to a study of Nigerian Nationalism would have to be carefully
worked out prior to testing any questionaire and would require an intimate
knowledge of the vocabulary of student affairs and politics. Such could

only be gained, of course, by spending considerable time in situ.

- 47 -

Just how to assess the other two items is very hard. Nearly half of
all the sample had no opinion as the matching of Nigerian Universities with
universities in socialist countries; the temptation is to regard the appear-
ance of this item in this factor as due to chance. A check in the Appen-
dix will show that nearly 60% of the sample does feel that a shortage of
jobs is the fault of the government. That a positive relationship exists
between attitudes reflecting left political leanings and positive feelings
toward Negroes in Nigeria is not surprising; however, just why this item

and not several others in the item bank loaded on this factor is unclear.

Factor VIII:w Factor_ߤ"

The items for the final factor which will be handled are listed below.
No discussion will follow, simply because no discernable holds for the
factor. It is suggested that the distribution of responses for all four
of the items are interesting in and of themselves.

79. (34) The coloured peOples of the world are under the domination of
the great powers of the West. (.4755)

118. (14) An occasional injustice to a single individual is not a serious
problem as long as‘most people are treated justly. (.4444)

72. (67) A true and loyal Nigerian should consider his country first,
right or wrong. (.4087)

155. (95) It is undesirable to plan a family in terms of the number of
children. (-.4211)
Summary of the Factor Analysis

In recognition of the care which the reSpondents exercised in filling
out their opinion protocols, and in spite of the lack of success in develop-

ing a suitable scale in earlier analyses, the data were submitted to a

-118-

factor analysis in the hope that either (1) a factor would emerge which
would be adequate for the measurement of Nigerian Nationalism - the primary
aim of this study - or (2) a factor or some factors would be manifest which
could indicate areas of future inquiry or show possible areas where a
relationship could be hypothesized. The disappointment suffered in not
realizing the first possibility was alleviated by what must be seen as
marked success in the second. Certainly, two factors, one being a dis-
criminatory measure of attitudes toward religion and the other of attitudes
toward the place of women in Nigerian society, did come out of the response
matrix consistently and in strength. Whether both of these or either would
be part of an attitude universe for a single, follow-up effort must be left
to a decision based on more intimate knowledge; as indicators their value
cannot be denied.

One final point before a summary statement and critique of the com-
plete thesis. There was no effort made to rotate the factors themselves.
There are two reasons for this which are conceptually independent, but over-
lap each other in the course of argument for the practical decision. The
first has to do with the procedure of factorial study itself; there should
not be any strong relationship between or among factors. If there were,
these would be resolved in one of the rotations into a separate and in-
clusive factor. This did not occur in this analysis. The second reason
for not rotating the factors was based on the data themselves. The diffi-
culty in recognizing and naming a number of the factors, plus the relatively

few items which loaded and the relatively low loadings on these factors

-119-

reflects the multi-variate, diffuse nature of the questionaire. There
seemed no valid reason, then, for continuing to analyze these data; they

had revealed much of value and ought not be pressed beyond their limits.

- 5o -

SUMMARY AND CONCLUSION

In May of 1962, under the direction of Dr. Mozell Hill, Professor of
Sociology at the university of Nigeria at Nsukka, data were collected.con-
cerning the social characteristics and attitudinal responses to a set of
questions from a sample of students. The aim of the research was to ascer-
tain the beliefs and opinions that the students had about the University,
Nigeria, and their relationships to ideas and customs within their world.

The data were transferred to East Lansing and the author recoded the
social characteristics and had cards punched. The tabulations were valua-
ble from a descriptive standpoint and pointed the way toward some interesting
research questions, but proved unsuitable for extensive analysis. The whole
study had, from its inception, an exploratory quality. The analysis of the
attitude responses which sought a measure of the concept of nationalism was
in keeping with this exploration. Although both scalogram analysis and
factor analysis failed to identify the much sought after factor of nation-
alism, there were several indicated directions for further study and two
of the factors proved to be valid and reliable measures of important atti—
tudinal dimensions. These were the students' attitudes toward religion
(specifically Christianity) and their attitudes toward women.

To conclude the thesis within this viewpoint of future orientation, 3
specific proposal for further research is offered. That this plan would
be subject to change in any effort to realize its expectations is as true
as anything can be in social science research. Nonetheless, the preposal
is based on the methods and outcome of the present effort and is offered in

hopes of more positive results.

- 51 -
Proposal for Further Research

Political activity, which can be conceived of as an effort expended to
get other people in a system to do things a particular way, seems to have
some relationship to nationalism in general and within the framework of a
particular situation. Nationalism, of course, is a concept which is not
everywhere thought to be "good"; this has been increasingly true since the
end of the First World War. In England, France, and the United States, for
examples, there seems to be no clear cut reason to assume a linear relation-
ship between nationalism and political activity. Certainly there are sub—
stantial numbers of the very politically active citizens of these countries
who would not consider themselves highly.nationalistic, nor would they be
so considered by others. On the other hand, there probably is an important
percentage of the politically active who have a high degree of nationalism.
The aims of political action in a modern industrialized country are quite
diversified; intense involvement can take place wholly on a local level or
even around a single local issue.

In emerging nations, however, the concept of nationalism is a great
and binding political force, tending to crystallize at the national level.
Goldrich found nationalism and political activity in some developing
nations to be correlated. One of the aims of this prospective study would
be to use this postulated relationship as a control variable to gain pre-
cision in the analysis of nationalism as it is related to cultural back-
ground in Nigeria. In spite of an expressed desire of the Federal Govern-

ment as well as most intellectuals that tribalism must be scrapped in order

- 52 -

to accommodate modern economic and social development, many of the
associations and concerted activities among Nigerians take place along
tribal lines. 0n the basis of cultural and social differences between two
of the politically and economically important tribes in Nigeria, the Yoruba
and the Igbo, a difference in degree of nationalism is anticipated. Among
both groups there are some very politically active umdversity students and
some much less so. The Operational concern of this proposal will be the
development of indices for the measurement of these two aspects of social
behavior within the context of the Nigerian university scene - that is,
politically activity and nationalism.

In order to limit the scope of this inquiry to manageable proportions,
it is suggested that the sample be drawn from two universities. This will
avoid the problems contingent with multi-lingualism; all of the respondents
are fluent in English, having been through the secondary schools where pro-
ficiency in English is required. Indeed, in both the universities, classes
are conducted in English. It will necessarily restrict our attention to
the young elite of southern Nigeria, but this makes up an important politi-
cal group in itself. The two suggested schools are the University College
at Ibadan, which is affiliated with the University of London and located in
the capital city of the Western Region and the university of Nigeria at
Nsukka, associated with Michigan State university and situated about forty
miles from Enugu, the capital city of the Eastern Region. Both of the
universities draw students from all of Nigeria and attract some foreign

students as well, but the largest proportion of the student body comes from

- 53 -

the region in which each of the schools is located. The next largest por-
tion is made up of inhabitants of the other southern region; for example,
students from the Western Region make up about 15 to 20 percent of the
student population of the University of Nigeria at Nsukka. As noted above,
this sample will restrict itself to the young elite of southern Nigeria;
there are relatively few students who come down from the Northern Region.
This is primarily a matter of their secondary training. Due to the Moslem
influence in the Northern Region, with its emphasis on the study of the
sacred law, few students are prepared for university training as we know it.
It should be remembered that the University is an institution of largely
Western civilization. At another time, perhaps it might be useful to col-
lect a sample from the Ahmadu Belle University at Zaria, but for the pres-
ent, control is the more sensible goal rather than generalizability.

A sample of one hundred students from each of the two universities will
be drawn from a list of the student numbers on record in the Registrar's
office. These numbers are assigned on arrival at the University of Nigeria
at Nsukka, so that a skip interval should be used to generate a systematic
sample from the total student population which will have the merits of a
random sample. Some similar procedure will undoubtedly serve for the
university College at Ibadan. One hundred students represents a fair pro-
portion (4 to 5 percent) of all the students enrolled, so that the sample
will very likely be representative. Although percent of population is a
minor consideration in representativeness, the suggested N seems a happy

choice.

-51)..

Before going on to the operationalization of our concepts, it will be
wise to make a statement about the backgrounds of the two universities
themselves and the students in them. As noted already, the two schools
have different affiliations and, therefore, different educational heritages
and philosOphies. The University College at Ibadan is modeled after the
English tradition. All of the students there have been very carefully
selected after intensive and rather lengthy specialized training. They
have all been through the Sixth Form, which is nearly the equivalent of
our first year (or two) in college, at least in some respects. Those stu-
dents at the university of Nigeria at Nsukka, on the other hand, have not
all had the same kinds of secondary training. Some have West African
School Certificates or their equivalents, some have completed the Sixth
Form, some have General and/or Advanced Certificates of Education (See
Table 10, page 32.) The UNN is a concrete transplantation of the United
States' land-grant college philosophy to West Africa. The two schools
have different educational roots and certain considerations may be re-
searched on this basis, but they do draw from all over Nigeria (primarily
from the southern regions) and so, the whole sample will be the total from
each of the universities. Instead of treating the two schools' sub-samples
separately, for the variables with which the study is concerned, it will be
better to start off with the pooled sample and then separate out two or
three groups on the basis of regional and tribal origin.

Three groups are suggested: the Yoruba students, the Igbo students,

and.all others. This third group may not be a part of the analysis, since

- 55 -

the criteria for separating and distinguishing the Yoruba from the Igbo do
not apply to the make-up of the residuals. By pooling the sub-samples from
each of the schools, there will be representation from the spectrum of edu-
cational background and current training; the distinguishing characteristic
will be socio-cultural. The Yoruba people have had through their history
an urbanized social system. Ibadan; for instance, is a huge city of over
one million inhabitants. The Igbo, while they have well established
market centers, have tended to live in separated, sub-tribal clusters.
The main hypothesis of the study will be that the Yoruba students, coming
from the more involved interaction of city life with its increased variety
of social contacts in the context of national development will show a
higher titre of nationalism than the less urbanized Igbo.

The control variable will be political activity. There is a range
of activity among these students which is, on the whole, much wider than
among American students. The students! political parties for both
regions are extremely important units of the overall Regional and National
political party structure. or course, not all students are equally in-
volved with this activity; thus there is variation in political behavior
which it is possible to measure. It is expected that the four cells of
the analytical scheme will be well filled (see Fig. 1 below) and in suf-
ficient number to allow the random discard of respondents in order to reach
cell proportionality. If this is not the case, then an approximation anal-
ysis of variance will be used. Unfortunately, the plan violates the

assumptions of random assignment of treatment groups and of having an

- 56 -

interval scale of measurement for the criterion variable; therefore, cautious
interpretation of results will be made in the face of these facts. Random-
ization is partially satisfied with the initial sample selection and the
problem of interval scales in social science is hoary. Strict attention

to statistical demands would outlaw much valuable research; the best ef-
forts are those which are conducted with the awareness of relaxations

reflected into the care taken in specifying the significance of ones

 

 

 

 

results.
Fig. 1
Yoruba Igbo
High Political ‘ ‘ ~ - - ._
Activity Mean Natidnalism.Sgores
Low Political “ ~ . - g
Activity Mean Nationalism Scores
Hypothesized Relationship Schematicallngresented
Criterion Variable: Nationalism
Control Variable: Political Activity

Independent Variable: Tribal Origin

- 57 -
Qperationalization and Measurement of Variables

To get at the degree of nationalism as a measurement of attitudes
toward the concept held by people within a population, one could start with
the crude statement that "nationalism" is a consideration and preferential
concern for Nigeria as a nation-state over other concerns: tribal, re-
gional, international, etc. From a sample of an attitude universe made up
of some forty to fifty questions it is hoped that a Guttman Scale of from
eight to a dozen items could be developed which would allow the assignment
of scale types to the respondents. Care would be taken to guard against
an acquiescence response set by the systematic reversal of the components
of the questions. That is, for every question asking the respondent to
react to the stated interests of Nigeria over those of tribal interests,
there should be a question asking for the same scaled response to tribal
interests over those of the Nation.

As examples, two questions are suggested below:

"The traditions of ones people are to be respected and followed, even
when they are in opposition to the expressed desires of the Federal Govern-
ment; for example, the making of spiritous liquors."

"The United Nations represents a strong hope for world peace; loyal
Nigerians should give it their support and could even uphold UN action
against the views of the Government."

Respondents would be asked to indicate their agreement or disagreement
with each of the questions on a Likert five-point scale. Using scalogram
techniques well known, it is hoped that a scale could be constructed which

would adequately measure the criterion variable, nationalism.

- 58 -

To measure the amount of political activity carried out by the students
within the university population, it is necessary to construct an index.
Questions will be asked as to the political party affiliations; groups of
a political nature to which each respondent belongs; whether they voted in
the last election(s); if they are officers of political groups on campus or
off, etc. There are a number of possible items for this postulated index
which can only be specified with a close association with the dimensions of
political activity available. It should be noted that most of the students
at both universities are of voting age; the average starting age for uni-
versity training being several years over that of students in the United
States. The scale developed from information hopefully available would be
summative with a range from zero to fifteen or eighteen points, depending
on the final selection of questions composed, as well as the number of coded
response possibilities. An example of one possible question might be:

"Are you presently a member of an organization whose purpose is
political activity?"

0 - No

l - Yes, one organization

2 - Yes, two or more such organizations
In order to use the measurement of political activity as a control variable,
the plan is to split both groups at the median for the total scored re-
sponses of the sample population.

Additional information will be garnered as to sex, age, tribal back-

ground of respondent and respondent's father, secondary education, and

religious affiliation. The important information for this study will be

"tribal background." The tribe of both respondent and father will be

-59..

procured to guard against a failure of the respondent to indicate any
relationship to tribe. It was noted earlier that de-tribalization is
accepted among the intellectuals, albeit that most of their associations
are along tribal lines. Thus, some of the students will not want to claim
tribal identification; but in almost every instance, their father's tribe
will give their tribal background readily enough.

The complete questionaire will be administered by mail. Follow-ups
will be made after a two week period with another letter and accompanying
questionaire duplicate, in the event that the first questionaire was lost.
Final effort will be made with a visit by a researcher or research assist-
ant who will try to make direct contact with the delinquent student and
present him or her with a third copy of the questionaire, if necessary.

The researcher will not administer the questionaire as if it were an inter-
view, of course. There has been a happy history of coOperation from stu-
dents in Nigerian universities, so that no great loss of data due to
failure to complete protocols is expected.

This proposed research design is concerned with an hypothesized re-
lationship between two economically and politically important tribes in
southern Nigeria and their degrees of nationalism. Although the uni-
dimensionality of the independent variable, "tribal origin", may be called
into question; as a starting framework, subject to revision, it is believed
adequate. It encompasses cultural values, urban contacts, and other dis-
tinguishing factors between these two groups. Furthermore, other character-

istics, such as high school training, father's occupation, etc., will be

 

- 60 -

randomly distributed between these two tribes, in all probability. For
precision in the analysis, an assumed relationship between nationalism and
political activity allows for the use of the latter as a control variable.
In order to test the possible relationship of higher degrees of nationalism
among the urbanized Yoruba than the Igbo, a sample of the young elite of
these two tribes will be drawn from the universities in Ibadan and Nsukka.
The sample will be pooled and divided according to the tribal affiliations.
The measurement of the criterion variable, degree of nationalism, will be
attempted by scalogram analysis of some forty to fifty questions directed
toward the attitude object. The control variable will be*measured by an
index, which will be a summated scale of questions relating to political

association and behavior.

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APPENDIX C
Items Categorized on Face Validity for Scale Analysis

Nationalism: (11 Items) 28(150), 62(6u), 71(3), 72(67)
83(119). 97(74). 99(57). 135(70).139(106).1u0(109).
1u2(11h). Four (h) Items, C.R.= .79

Internationalism: (12 Items) 1(2), 73(8). 73(19). 75(22).
81(83), 8u(103), 85(1ul), 88(160), 89(166), 93(1u7),
103(116), 131(51), Five (5) Items, C.R.= .72

Black Nationalism: (10 Items) 2u(8u), 67(107), 75(22),
77(3h). 80(71). 82(10“). 86(1bu). 132(56). 138(78).
1u1(111). Three (3) Items, c.R.=.82

Land Grant College Plan: (9 Items) 4(79): 7(1). 8(99):
9(108). 11(163). 12(h). 32(165). 35(23). 36(26).
Items did not scale.

Nigerian Customs: (10 Items) 112(hh), 119(32), .1h5(129),
1h8(31). 1h9(9h), 150(53). 153(80). 157(123). 150(16“).
162(U3). Items did not scale.

Attitudes Toward women: (11 Items) 105(127). 126(21),
127(27). 128(30). 130(“6). 136(76). 137(77). 151(59).
152(69), 15u(85), 161(167). Five (5) Items C.R.=.67

Economic Political Policy: (15 Items) 59(39), 60(57),
61(63). 63(90). 55(101). 69(159). 70(151). 91(9).
98(82), 101(96), 102(98), lou(121), 106(133). 107(lu6),
108(61). Items did not scale.

Democtatic Ideals: (1b Items) 30(162, 33(11), 37(28),
38(38), u1(88), 65(101), 52(163), 118(1u), 120(75),
123(159). 163(100) 16u(136), 165(137). 166(lu5).

Items did not scale.

Group

Group
II

Group
III

APPENDIX g
gable 11. Plans After Leaving University

 

Unknown or No Answer 73
Foreign Service 6
Civil Service 28
Teach 65
Private Business 16
Post Graduate; academic or prof. 21

General answer; work, public service 5
Other specific plans not above 3

Combination of specific plans above 16

gable 12. Expectations 2; the University
Provide Degree

Provide good University training

Provide Education for future

Provide discipline of body and mind

Provide outlook necessary for self-realization

Equip to serve country, community, man
Other than above
More than one answer in I, II, III

Unknown or No Answer

79

80

52

30

18

17

23

Table 13. Number of Student Organizations to
Which Respondent Belogged

 

7'

One Organization 102
Two Organizations 39
Three Organizations 25
Four Organizations 13
Five or more organizations 1

Unknown or No Answer

Table 14: Marital Status

Never Married 192
Married so
Unknown or No Answer 1

Table 1;, Number 0; Children

One child 15
Two children 11
Three children 5
Four children 3
Five children 2
None stated 3
Unknown No Answer 194

80

Table 16: Source 05 Support of Family if Mgrried

Not Married 192
Spouse supports 8
Parents support 6
Personal Savings/earnings 11
Allowance, non-family 2
unknown or No Answer 14

pr1e 17. Type pf york Done pt Home

No work done; stated 22
Domestic;farming, gardening 73
Fishing 2
Community development 3
Teaching 27
School master 1
Accounting; cashier, etc. 6
Other 3
More than one above 4
Unknown or No Answer 92

prlg 18. Specialized Training or Experience

None; stated 7
Teacher training or experience 66
Managerial experience 1
Civil Service 13
Clerical 8
Community deveopment 2
Banking; accounting 11
Other; agriculture, telegraphy, etc. 24
Unknown or No answer 93

81

Table 19. Vpgatipnal Infoggption

Did not work 27
Teaching 100
Civil Service 19
Clerical work, not Civil Service 29
Banking 4
Other 10
Combination of above 4
Unknown or No Answer 40

Table 20. Major Source of Pinapcial Support

Unknown or'No Answer
Supporting Self

Extended family of origin
Sponsored by Spouse
Combination of above two
Sponsored by village

Village and family

Church

Agency other than village or church
Regional Scholarship

Federal Government Scholarship
Foundation Loan

University Loan

Other Scholarship

Combination of agency, scholarship, self

82

27
55
49

21
23
13

14

Biblio r h

Ashby, Sir Eric, "Universities and Nationalism in Africa," Lecture
delivered at MSU, East Lansing, April, 1964

Bascom, W., "Social Structure, wealth, and Individual Differences Among
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Bascom, W., "The Urban African and His World," CAEIERS D'ETUDE
AFRICAINS, 14.

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Bernstein, Basil, "Elaborated and Restricted Codes: Their Social Origins
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Blau, Peter, "Orientation of College Students Toward International Relations,"
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Blount, R.C. and Efiong Ben Attah, "A Brief History of the Nsukka Area,"
(mimeo) University of Nigeria, Nsukka, 1963

Campbell, D.T., "The Indirect Assessment of Social Attitudes," PSYCH BULL,
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Coch, L., and J.R.P. French, "overcoming Resistance to Change," RUM RELNS,
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Coleman, J.S. "NIGERIA: Background to Nationalism, New York, Random House,
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1942, 1,pp. 856-57 '

Goldrich, Daniel "Radical Nationalism among Panamenlia Law Students,"
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vol. 1, G. Lindsey, ed. Reading, Mass., 1954

Guttman, Louis "The Problem of Attitude and Opinion Measurement," In
S.A. Stouffer, et a1., MEASUREMENT AND PREDICTION, Princeton, 1954

83

Hodgkin, Thomas, NATIONALISM.IN COLONIAL AFRICA, NYU Press, NYC, 1957
Homans, George C., THE HUMAN GROUP, Harcourt, NYC, 1950

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New York, 1942

Lindquist, E.E., DEISGN AND ANALYSIS OF EXPERIMENTS IN PSYCHOLOGY AND
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Little, Kenneth, "West African Urbanization as a Social Process," CAHIERS
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Mason, M.J., "Higher Education in Nigeria" (mimeo) University of Nigeria
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NIGERIA: HANDBOOK or cadence AND INDUSTRY, Lagos, 1960

Oliver, Roland and J.D. Page, A SHORT HISTORY OF AFRICA, Penguin, Middlesex,
England, 1962

Roades, D.H., "Urbanism and the Industrial Continum," PSYCHOLOGIA AFRICANA,
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Silvert, K.H. (ed.) EXPECTANT PEOPLES: Nationalsim and DeveIOpment,
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Simms, Ruth P., URBANISM.IN WEST AFRICA: A Review of Current Literature,
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Sjoberg, Gideon, "The Rural Urban Dimension in Preindustrial, Transitional,
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Sjoberg, Gideon, "Theory and Research in Urban Sociology” in Hauser,
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84

Walker, H.M. and Joseph Lav, STATISTICAL INFERENCE, Holt, New York, 1953

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Wirth, Louis, "Urbanism as a Way of Life," AJS, 45, Jul. 1938

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85

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