A comparison of Iranian high school students in single-sex and mixed-sex bilingual schools: Intelligence and vocational aspiration

Esfandiari, Mahtash; Jahromi, Shirin

doi:10.1016/0147-1767(89)90023-0

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…On the other hand, countries such as Yemen, United Arab Emirates, and Kuwait provide both mixed and separate schools. Most public schools are either for girls or boys, but private schools can be mixed (Esfandiari and Jahromi, 1989).…”

Section: Religion and Gender Equalitymentioning

confidence: 99%

Educational gender inequality in the Muslim world: A problem of a cultural heritage, religion, or modernization?

Al-Kohlani

2021

Social Science Quarterly

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The difference between the Muslim and non-Muslim world in terms of educational gender equality has been blamed on the Islamic faith, and sometimes on a lack of modernization. Thus, I examine how Islam reduces educational gender equality and how/if its influence varies from one Muslim country to another.Method: I use Time-series-cross-section (TSCS) analysis for 29 Muslim countries between 1980 and 2010 to examine the influence of Arab culture on educational gender parity. Result: The result indicates that the religious culture of Arab states seems to be highly associated with the educational gender gap. Also, the positive effect of modernization is more significant in Non-Arab Muslim countries than in Arab Muslim countries. Conclusion:These findings are informative to educational policymakers since they explain why the international and local efforts on improving educational gender equality have not been as successful in the Muslim world as is the case in other societies. KEYWORDS culture, educational gender equality, modernization, religionEven though the war against gender inequality has been going for over half a century, educational gender inequality still persists in many countries; most of these countries are Muslim (UNESCO report 2019:7).

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Section: Religion and Gender Equalitymentioning

confidence: 99%

Educational gender inequality in the Muslim world: A problem of a cultural heritage, religion, or modernization?

Al-Kohlani

2021

Social Science Quarterly

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“…Nevertheless, the practice of single-sex education is even more prevalent in such cultures. In their meta-analysis, Pahlke et al (2014) referred to only one study in the context of Iran as a Muslim-majority country 14 ; Esfandiari & Jahromi (1989) compared the achievements and aspirations of students from a single-sex monolingual high school and a bilingual mixed high school in Tehran. However, as the two schools differed in various systematic ways, the measured effect was not plausibly attributable to the gender composition of the educational environment as the authors concluded on the effect of bilingualism versus monolingualism rather than single-sex versus coeducation.…”

Section: Literature Review and Knowledge Gapmentioning

confidence: 99%

Gender Agenda in Classroom and Student Educational Outcomes

Zahra¹

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The research projects in this dissertation lie under the umbrella theme of gender interactions in classroom environment and the impact on student achievement, with implication for the optimal allocation of educational resources in order to improve students’ performance and promote educational equality. - The first project (chapter 2) investigates the causal impact of participation in single-sex rather than coeducational classrooms on student performance at higher educational level, using a natural experiment setting in a country where single-sex schooling is highly prevalent. - The second project (chapter 3) examines the association between the classroom gender composition and the student math achievement via a cross-country analysis of TIMSS data. - The third project (chapter 4) looks into the student-teacher gender interaction, providing evidence for the causal impact of teacher gender on student performance in the previously-unexamined contexts of Muslim-majority countries. My research findings provide important implications for the policy-making not only in Muslim countries but also for western societies with large inflows from the middle-eastern countries. Destination countries mostly face serious challenges of integrating their new members into the mainstream society. Despite their well-designed policies to address these challenges, they sometimes end up with unintended negative outcomes or simply do not reach their integration goals. In fact, certain distinct aspects of Muslim culture that naturally induced contradictory mechanisms had been initially overlooked by the policymakers. Similarly, the so-called cultural ignorance might cause policymakers to pass over some of the potentially strong and effective policy levers to address integration issues. A closer look on the gender dynamics in classroom could provide insights for accelerating the reforms with integration goals and promoting educational equality in destination countries.

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Family entrepreneurship culture, entrepreneurial intent, futures and foresight in Scottish Pakistani communities

Seaman

Bent

Unis

2016

Futures

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A comparison of Iranian high school students in single-sex and mixed-sex bilingual schools: Intelligence and vocational aspiration

Cited by 4 publications

References 8 publications

Educational gender inequality in the Muslim world: A problem of a cultural heritage, religion, or modernization?

Educational gender inequality in the Muslim world: A problem of a cultural heritage, religion, or modernization?

Gender Agenda in Classroom and Student Educational Outcomes

Family entrepreneurship culture, entrepreneurial intent, futures and foresight in Scottish Pakistani communities

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