The Education of Women in the Islamic Republic of Iran

Shahidian, Hammed

doi:10.1353/jowh.2010.0032

Cited by 13 publications

(6 citation statements)

References 17 publications

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“…Also, students are forced into adhering to Islamic customs. Wearing Islamic Hijab is necessary for girls (Shahidian, 1991), and boys are not allowed to choose their clothes or cut their hair as they wish. Students are also required to take part in religious events held at schools.…”

Section: Iranian School Culturementioning

confidence: 99%

The Role of School Culture and Basic Psychological Needs on Iranian Adolescents’ Academic Alienation: A Multi-Level Examination

et al. 2015

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This aim of this current research was a multi-level analysis of the relationship between school culture, basic psychological needs, and adolescents' academic alienation. One thousand twenty-nine (N = 1,029) high school students from Qom City were randomly selected through a multi-phase cluster sampling method and answered questions regarding academic alienation, school culture, and basic psychological needs. Using HLM software for data analysis, the findings revealed that individual-level basic psychological needs had a negative and significant effect on academic alienation. Regarding school level, the effects of student-teacher relationship and educational opportunity on the academic alienation were negative and significant. In general, research findings emphasized the importance of studying multi-level factor roles and their relationship to academic alienation.

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Section: Iranian School Culturementioning

confidence: 99%

The Role of School Culture and Basic Psychological Needs on Iranian Adolescents’ Academic Alienation: A Multi-Level Examination

et al. 2015

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“…Since most of the women lack access to the aforementioned issues, few women are able to get on tickets, and even fewer get elected from this handful of women candidates. In Iran, women gained right to vote in January 1963 (Shahidian, 2002). The Iranian women’s political participation has increased since the 8 th parliament.…”

Section: Discussionmentioning

confidence: 99%

Women's Empowerment in Iran: A Review Based on the Related Legislations

Janghorban¹,

Taghipour²,

Roudsari³

et al. 2014

GJHS

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Women’s empowerment can be defined as a change in the circumstances of a woman’s life, which enables her to raise her capacity to manage more enriched and rewarding life. Improvement in women’s empowerment is a salient issue to achieve the Millennium Development Goals. National laws are influential factors in promoting women’s empowerment. Lack of awareness of legal and constitutional provisions and failure to recognize it, is a factor that hinders the process of empowerment. This paper provides a review based on Iranian legislations which have considered various aspects of women’s empowerment. Although this work has specifically dealt with women’s needs, it encompasses a right–based approach to women’s empowerment suggested by the United Nations Fund for Population Activities. However, there is still a great need for further inquiries in the area of legislations concerning women’s empowerment around the world in general and Iran in particular.

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“…To the best of my knowledge neither of the Persian concepts analyzed in this research has been researched in linguistics though they have numerously been referred to in gender studies and in sociological and anthropological literature on sexuality in Iranian culture (Akbari & Tetreault, 2014;Farahani, 2002Farahani, , 2006Hélie & Hoodfar, 2012;Khosravi, 2009;Milani, 1992Milani, , 2011Mir-Hosseini, 2000Naghibi, 1999;Najmabadi, 2000;Rahmani et al, 2015;Ridgeon, 2005;Shahidian, 2002;Tizro, 2013). The first problem in the way of knowing these concepts is the problem of translatability.…”

Section: Definitions Of the Key Conceptsmentioning

confidence: 99%

Cultural model of sexuality in Persian: A cognitive linguistic investigation of key concepts in Iranian culture

Bakhtiar¹

2018

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This research is a cognitive linguistic investigation of the concepts of GHEIRAT 'moral vigilance', HAYA 'self-restraint', EFFAT 'chastity', and HEJAB 'veiling', which comprise the core of control mechanism in Iranian culture. The study aimed to find out whether these moral values are interrelated and examine how cognitive linguistics can contribute to discovering the ways in which they are connected to each other and fulfill their functions in the course of controlling the sexuality of men and women. The study finds that the Persian concepts are interrelated and form a conceptual cluster that operates to regulate the sexuality of Iranians. The interrelationship between the concepts and their systematic functioning was demonstrated through lexical collocates, shared conceptual metaphors, conceptual metonymies, categorization, and embodiment.The analysis reveals that gheirat, haya, effat, and hejab are part of a larger cultural model that operates to keep a legitimate, safe distance between men and women. According to the analysis, the cultural model of sexuality in Persian is founded on and guided by the Islamic principle of mahramiyat 'legitimate intimacy', which pulls together gheirat 'moral vigilance', haya 'self-restraint', effat 'chastity', âberu 'face/public image', nâmus 'female family members', harim 'holy space/border', and hejab 'veiling' in order to keep the sexes segregated.Within the identified model, mahramiyat 'legitimate intimacy' defines the specific category of people toward whom one should maintain a certain physical and social distance.Gheirat surveils the situations in which social interactions take place. It monitors the conducts of individuals, triggering reactions in people to tackle cases of taboo violation through admonishing, criticizing, fighting with, and, in extreme cases, through murdering the perpetrators. Haya 'self-restraint' operates to prevent the self from causing and feeling (further) shame through holding back the self, setting up a barrier between the self and what is considered as taboo, offensive, shameful, and unpleasant. Effat 'chastity' exclusively functions to discipline the body and set limits to bodily desires. It specifically deals with concealing illegitimate sexual desire so as to prevent the person from transgressing norms of conduct. Nâmus 'female family members' represents the heightened significance of women as holders of the family's honor and of their manner of conduct in society. Female family members are also strongly protected by men against social threats, such as sexually charged looks, sexual comments, and rape. Harim 'holy space/border' marks the boundary between cultural values and taboo behavior, assigning a high degree of sanctity to cultural values, and

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The Education of Women in the Islamic Republic of Iran

Cited by 13 publications

References 17 publications

The Role of School Culture and Basic Psychological Needs on Iranian Adolescents’ Academic Alienation: A Multi-Level Examination

The Role of School Culture and Basic Psychological Needs on Iranian Adolescents’ Academic Alienation: A Multi-Level Examination

Women's Empowerment in Iran: A Review Based on the Related Legislations

Cultural model of sexuality in Persian: A cognitive linguistic investigation of key concepts in Iranian culture

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