نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
This study examines the evolution of student identity in Iran’s education system, focusing on high school girls in Andisheh City during the 1380s SH (2000s CE). The preceding decade (1370s SH) marked a transitional period in Iran’s post-war history, when the Islamic Republic’s reconstruction policies reshaped governance and social values. According to sociologist Faramarz Rafi’pour, from the early 1360s SH onward, Iranian society experienced a gradual shift toward materialism and profit orientation, accompanied by a decline in revolutionary and religious ideals. These broader dynamics permeated the education system and influenced students’ self-perceptions.
In contemporary Iran, education is one of the country’s largest cultural institutions. Understanding changes in student identity is essential for evaluating the outcomes of educational reforms and their alignment with national objectives. Adolescence-particularly the high school years-is a formative stage for personal and social identity, shaping future values, aspirations, and behaviors. Investigating identity construction in specific historical contexts enhances understanding of societal identity formation and helps inform future educational strategies.
The study draws on Erik Erikson’s developmental theory of identity, which conceptualizes adolescence as a critical period of exploration and consolidation, and employs John Weidman’s four-component framework of educational socialization.
Method: Using a qualitative design, the study applies thematic content analysis to explore lived experiences of studenthood. Participants included 13 women who attended high school in Andisheh during the 1380s SH, recruited through purposive and snowball sampling until data saturation. Semi-structured interviews (60–90 minutes) were conducted in 1401 SH (2022 CE), recorded with consent, transcribed, and analyzed using MAXQDA 2022. Ethical considerations included confidentiality and voluntary participation.
Findings: Student identity was constructed through interrelated domains of family, school, peers, and the broader social environment. Family authority remained dominant, emphasizing hierarchical respect and limited consultation despite social change. The ethic of obedience-especially the command to “study diligently”-extended familial influence into education. Schools functioned as secondary homes, generally viewed positively but uncritically. Teachers were valued for pedagogical skill rather than moral example, and students prioritized practical knowledge such as science and mathematics. Peer relations were largely confined to school and shaped by conformity and shared modesty, with avoidance of political or religious discussions maintaining harmony. The wider social environment reinforced normative expectations regarding femininity and bodily regulation; while media figures were admired, imitation was restricted, and the hijab was internalized as both a national and religious duty. Overall, identity formation occurred through a balance of obedience, adaptation, and subtle resistance within overlapping systems of authority.
Conclusion: Applying Weidman’s model, the findings show that 1380s SH girls internalized hierarchical family norms emphasizing deference. Educational and familial socialization produced pre-committed identities (Marcia), marked by adherence rather than exploration. Conformity prevailed-through familial acquiescence, scholastic compliance, limited peer autonomy, and societal adaptation. With few alternative models available, existing structures were perceived as natural. These results highlight partial success in reform efforts to cultivate resilient, self-reflective identities and suggest directions for future educational interventions.
کلیدواژهها English
