Journal of University Studies

Journal of University Studies

Understanding and interpretation of social science professors and students about the feminization of the university

Document Type : Original Research Paper

Author
Associate Professor, Department of Sociology, Yazd University, Yazd, Iran
Abstract
Regardless of stereotypes, values, or gender orientation, a general assessment of the university atmosphere and the status of continuing education among boys in society suggests that the university environment has become, or is tending to become, feminized. The aim of this study is to explore and analyze the perceptions and interpretations of social science facaulty members and students regarding this situation. The present qualitative study was conducted in 2023-2024 with 32 participants at Yazd University and employed thematic analysis for coding. The results indicate that, irrespective of the ideological and affirmative orientations that are often statistical and political, there exists a notable sense of fear, hope, and social anxiety among female university students. The interviewed students experience a range of emotions, including fear, hope, and panic regarding their academic lives, primarily stemming from concerns about their social and career futures. Factors such as the increasing age of marriage, limited choices in selecting a spouse, family pressures, and heightened expectations contribute to the negative outcomes identified in this research. However, there are also positive consequences, including enhanced social engagement, increased bargaining power, a pursuit of justice, greater self-awareness, and the maximization of personal utility. The five themes constructed from the research are: Visual Hyper-Femininity, Environmental Tranquility, Personal Growth, Generalized Imbalance, and Multifaceted Stagnation. It is recommended that scientific and cultural policymakers consider the findings of this study and conduct further research at the national level to explore the various dimensions of this subject.
Keywords

Subjects


Atta, S. (2023). Iran witnessed increase in number of literate, educated women after Islamic Revolution. Tehran Times. Retrieved from https://www.tehrantimes.com/news/486261/Iran-witnessed-increase-in-number-of-literate-educated-women
Baker, H., & Venkley, F. (2009). Rāhnamā-ye beynalmellali-e barāvard-e payāmdhā-ye ejtemāʿi [International Guide to Social Impact Assessment] (Trans. Hādī Jalīlī). Tehran, Iran: Cultural and Social Deputy of Tehran Municipality.  
Burge, R.J. (2009). Practical Guide to Social Impact Assessment (M.A. Ramazani, & M. Gholich, Trans.). Tehran, Iran. Jāme’ešenāsān.  
Fazeli, M. (2012). Arzyābi-ye ta’sirāt-e ejtemā’i: Siyāsathā, barnāmehā va tarhhā [Social Impact Assessment: Policies, Programs, and Plans]. Tehran, Iran: Tisā.
Fazeli, N. (2017). Zanāneh šodan-e šahr; bā ta’kīd bar fazāhā-ye šahri [The Feminization of the City; With an Emphasis on Urban Spaces]. Tehran, Iran: va Farhangī.
Habibpour Gatabi, K., & Ghaffary, G. (2011). llal-e afzāyeš-e senn-e ezdevāǧ-e doxtarān [A Study on The Causes of Rising Mariage Age Among Girls]. Woman in Development & Politics9(1), 7-34.
Hasani, R., & Akhavan Kazemi, M. (2020). Nājonbeš-e zanān va taġyīr dar monāsebāt-e ejtemāʿi dar Irān [Women’s Non- Movement in Iran and the Shift in Social Relations]. Sociological Cultural Studies, 11(3), 59-85. https://doi.org/10.30465/scs.2020.26330.2060
Hering, L., Baiardi, A., & Namini, J. E. (2021). Female admission cap in higher education: The case of Iran. No. TI 2021-073/V, Tinbergen Institute, Amsterdam and Rotterdam.
Khademi, A., & Sadeghie Fasai, S. (2016). Farātaḥlil-e čahār dahe pažūheš dar ḥūze-ye mošārekat-e zanān [Meta-analysis of four decades of research in the field of women's participation]. Women's Studies Sociological and Psychological14(2), 34-70. https://doi.org/10.22051/jwsps.2016.2487
Kharazmi University (2021). Distribution of Iranian students and Gender. Retrieved from: https://iro.khu.ac.ir/find-68.26131.60650.en.html
Lotfi, M.H., Aminian, A., Noori Shadkam, M., Ghomi Zadhou, A., & Zare, M. (2007). Barrasī-ye vaz’iyat-e salāmat-e ravānī-ye dānešjūyān-e vorūdī-ye sālhā-ye 81–85 [Examining the Mental Health Status of Students Admitted Between 2002 and 2006]. Falnāmeh-ye ebb va Tazkīyeh, 16, 66–67.
Mehran, G. (2009). “Doing and undoing gender”: Female higher education in the Islamic Republic of Iran. International Review of Education, 55, 541-559. https://doi.org/10.1007/s11159-009-9145-0
Moinifar, H. S. (2012). Higher education of women in Iran: progress or problem?. International Journal of Women's Research, 1(1), 43-60.
Nosrati, S., Sabzali, M., Arsalani, A., Darvishi, M., & Aris, S. (2023). Partner choices in the age of social media: are there significant relationships between following influencers on Instagram and partner choice criteria?. Revista De Gestão E Secretariado, 14(10), 19191–19210. https://doi.org/10.7769/gesec.v14i10.3022
Nosraty, N., Tomraee, S., & Zamani, M. (2020). Beauty business in Iran: Does beauty make you healthy? Socio-Spatial Studies, 4(1), 1-11. https://doi.org/10.22034/soc.2020.211920
Pourkhazai, S., Mehran, G., Ahmadi, P. and Adli, F. (2023). Relations between higher education system and gender: Life experience in single-sexAlzahra University. Interdisciplinary Studies in the Humanities, 15(4), 145-169. https://doi.org/10.22035/isih.2023.5172.4941
Rahbari, L. (2016). Women in higher education and academia in Iran. Sociology and Anthropology, 4(11), 1003-1010. https://doi.org/10.13189/sa.2016.041107
Richards, M., & Panfil, S.N. (2010). Manual for Social Impact Assessment of Land-Based Carbon Projects. Version 1. Forest Trends, Climate, Community & Biodiversity Alliance, Rainforest Alliance and Fauna & Flora International. Washington, DC. Retrieved from https://www.forest-trends.org/wp-content/uploads/imported/sia-manual_part-i_9-20-10-pdf.pdf
Sadeghi, E. (2021). Siyāsat-e jensiyat dar Irān-e moʿāser: Naqš-e dowlat dar taġyir-e vaziyat va ḥoquq-e zanān (1270–1392) [Gender Policy in Contemporary Iran: The Role of State in Changing the Status and Rights of Women (1891–2013)]. State Studies7(27), 59-87. https://doi.org/10.22054/tssq.2021.43143.710
Safiri, K.(2007). Women and higher education. Social Issues in Iran, 3, 101-127.
Samim, R. (0621). Prehistory and history of universities in Iran: An alternative approach[Editor’s Note]. Journal of University Studies, 1(3), 5-6. https://doi.org/10.22035/jous.0621.457
Vanclay, F. (2003). International Principles For Social Impact Assessment. Impact Assessment and Project Appraisal, 21(1), 5–12. https://doi.org/10.3152/147154603781766491
Zahedifar, E. (2012). Women in Higher Education in Iran: Student perceptions of career prosperity in the labour market (Master's thesis). Universitetet I Oslo.
Zahiri Niya, M., & Beroziyan, B. (2012). Moqāyese-ye avāmel-e mo’asser dar vorūd-e zanān va mardān be dānešgāh [The Comparison of Effective Factors on Entrance of Men and Women to University]. Quarterly Journal of Woman and Society3(12), 69-90.
Zamani, M. , Nourbakhsh, Y., & Nayebi, H. (2021). Erā’e-ye olgū jahat-e erteqā-ye salāmat-e ejtemā’i az ṭarīq-e šabakehā-ye ejtemāʿi (mored-e moṭāle’e: šabake-ye ejtemā’i-ye Instagram) [Presenting a pattern for promoting social health through social networks (Case study: Instagram social network)]. New Media Studies7(28), 42-1. doi: https://doi.org/10.22054/nms.2022.63698.1277
Volume 2, Issue 2 - Serial Number 6
Winter 2024
Winter 2024
Pages 59-88

  • Receive Date 09 January 2025
  • Revise Date 02 February 2025
  • Accept Date 14 December 2023