Formation of Gender Identity in the Islamic Republic of Iran: Does Educational Institution Matter?

Autor/in	Foroutan, Yaghoob
Titel	Formation of Gender Identity in the Islamic Republic of Iran: Does Educational Institution Matter?
Quelle	In: Journal of Beliefs & Values, 40 (2019) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2018.1435087
Schlagwörter	Foreign Countries; Socialization; Content Analysis; Elementary School Students; Sexual Identity; Self Concept; Gender Differences; Gender Bias; Sex Fairness; Females; Social Status; Islam; Word Frequency; Team Sports; Physical Activities; Sex Role; Illustrations; Iran + Suchen Sie Ihr Suchwort? Ausland; Socialisation; Sozialisation; Inhaltsanalyse; Geschlechtsidentität; Sexuelle Identität; Selbstkonzept; Geschlechterkonflikt; Geschlechterstereotyp; Sexualaufklärung; Weibliches Geschlecht; Sozialer Status; Word analysis; Frequency; Wortanalyse; Häufigkeit; Mannschaftssport; Geschlechterrolle; Bildliche Darstellung
Abstract	This article focuses on the process of gender identity construction through the educational system from a socio-cultural perspective. Socialisation operates as a strategy to protect social unity and group superiority. Although socialisation is an enduring process involving various institutions, childhood is a vital period of gender socialisation whereby schools and school textbooks play a substantial role as the first official sources of socialisation in children. Using content analysis method, this article focuses on Iran's primary school textbooks. The results support the pattern of 'gender bias', rather than 'gender fairness'. This is a more evident observation in the higher educational grades. The patterns highlighted here are evidently incompatible with socio-demographic progresses in women's status over recent years, which call for revision in the school education resources in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01