https://jwdp.ut.ac.ir/ Woman in Development & Politics en daily 1 Wed, 21 Jan 2026 00:00:00 +0330 Wed, 21 Jan 2026 00:00:00 +0330 https://jwdp.ut.ac.ir/article_104863.html Over recent decades, the tension between tradition and modernity in the lives of Iranian women has generated a dual semantic framework that influences their social and political identities. Thus, the primary research question is how this tension between tradition and modernity influences women’s lived experiences and their approaches to reimagining their identities and social roles. This study employs a qualitative methodology grounded in Charmaz’s constructivist grounded theory. Data were acquired via semi-structured interviews with 23 women from diverse social and cultural backgrounds in Tabriz and analyzed through initial, focused, and axial coding. The research suggests that women employ two principal approaches: cautious acceptance, which preserves certain traditional norms while embracing modern, contemporary opportunities; and critical resistance, which challenges traditional constraints and redefines gender roles. These two strategies are grounded in structural foundations (such as gender norms, contemporary values, and lived experiences), various environmental influences (including family, institutions, culture, and the economy), and intervening conditions (social, cultural, institutional, and psychological), which manifest across three levels (individual, group, and societal). The findings illustrate a shift from preserving women’s social legitimacy in accordance with traditional expectations to strengthening agency and promoting social transformation. Results indicate that the dual interpretation of tradition and modernity constitutes a reflective and dynamic process, deeply rooted in the regulation of social security and the expression of individuality, all of which contribute to the gradual evolution of women's political and social culture. https://jwdp.ut.ac.ir/article_105048.html Legal reforms pertaining to women during the Second Pahlavi era, including the granting of suffrage in 1963 and the enactment of Family Protection Laws in 1967 and 1974, were implemented as part of the state-driven modernization initiative, with the goal of enhancing the political and social status of women. Nevertheless, these interventions did not result in substantial engagement or the enduring institutionalization of women’s rights. A considerable portion of their accomplishments was subsequently nullified following the 1979 Revolution. This research, employing the Problem-Driven Iterative Adaptation (PDIA) theory, examines the underlying causes of this failure at both the procedural and structural levels. The present study utilizes a qualitative approach alongside a historical-comparative method. Data were collected through the analysis of legal documents, detailed legislative deliberations, and historical sources, and were analyzed employing open, axial, and selective coding techniques. The findings indicate that these reforms relied on the formal replication of Western models, swift top-down execution, and an absence of authentic stakeholder engagement, rather than being driven by underlying issues. Owing to the neglect of socio-cultural contexts and the deficiencies in institutional capacity-building, they lacked essential stabilizing support. This analysis suggests that the sustainability of gender reforms depends on a framework that emphasizes accurate problem identification, phased implementation of solutions, ongoing feedback mechanisms, and the enhancement of governance capabilities. This proposed approach has the potential to avert the recurrence of the failure cycle commonly associated with performative reforms. https://jwdp.ut.ac.ir/article_105382.html Adoption, as a vital means of fulfilling parents' desire for a child and providing children in need of a family with responsible guardians, is a multifaceted process that necessitates thorough assessment, specialized training, and ongoing support from prospective parents. This study, employing a qualitative approach and aimed at investigating the experiences of adoptive mothers regarding the challenges encountered during the adoption process, was conducted to establish a scientific foundation for enhancing policies and practices related to selection, education, and supervision. Purposeful sampling encompassed 11 adoptive mothers affiliated with the Welfare Organization, and data were gathered through in-depth interviews until theoretical saturation was achieved. Data analysis was conducted employing the thematic analysis method, resulting in the identification of six overarching themes and 12 main sub-themes. The findings indicated that adoptive mothers encounter challenges such as a prolonged and erosive process, ambiguity within the procedure, an inappropriate trajectory of parent-child familiarization, ineffective and non-dynamic evaluation criteria, a lack of comprehensive and effective selection, education, and discontinuation strategies, an absence of professional ethics and dignity-centered approaches in the selection process, deficiencies in monitoring and tracking the family and child’sprogress, limited utilization of available resources and insufficient networking among families, as well as experiencing negative emotions and tangible consequences resulting from systemic inefficiencies. This study underscores the significance of reviewing and enhancing the procedures for selecting, educating, and supervising adoptive parents. Implementing scientific and practical solutions can contribute to improving the quality of life for adoptive families, fostering greater child-parent compatibility, and minimizing negative outcomes resulting from systemic inefficiencies. https://jwdp.ut.ac.ir/article_105411.html The current research sought to establish a conceptual model of perfectionism in gifted adolescent girls to facilitate a more comprehensive understanding of this phenomenon. This study utilized a qualitative methodology, with data gathered through the grounded theory approach via semi-structured interviews with the participants. The research population comprised students enrolled in gifted secondary institutions in Tehran and Karaj. Data were gathered through purposive sampling and semi-structured interviews. Sampling proceeded until theoretical saturation was achieved, yielding a total of 13 cases. Data analysis was performed employing Strauss and Corbin’s coding methodology within the grounded theory framework. Findings indicated that, throughout the classification process, the primary category identified was “Striving for self-worth and alignment with an identity grounded in superior cognitive ability.” In addition, the study identified individual characteristics, family expectations, social factors, and educational structure as causal conditions of perfectionism; success-valuing culture and virtual space as contextual factors; coping skills and family support as intervening conditions; two perfectionism-related strategies, namely progress-oriented and avoidance/protection-oriented approaches; and a range of positive and negative consequences of perfectionism in gifted adolescents. Based on the findings, exceptional students—owing to their cognitive capabilities—confront elevated and particular expectations from themselves, their families, educational institutions, and society. Consequently, their encounters with perfectionism, although promoting academic development and success, may also give rise to various psychological hazards. Therefore, families and educational institutions engaging with such students should prioritize the review and enhancement of their educational and developmental standards and practices. https://jwdp.ut.ac.ir/article_105708.html Local Islamic councils, as the representative entities of urban and rural governance, have generated novel opportunities for women’s political and social participation; however, their presence remains limited and constrained by structural barriers. This study employs semi-structured interviews with 17 women councilors in Isfahan Province who were selected through purposive sampling to explore and interpret their experiences after entering the councils. Using thematic analysis supported by MAXQDA software, four main themes were identified: (1) the council as a chllanging field; (2) navigating institutional pressures while simultaneously relying on support networks; (3) strategic orientation along a continuum from passive adaptation to agentic resistance; and (4) positioning women at the center of attention. The findings reveal that the male-dominated composition of the councils and profoundly embedded gender norms create an institutional environment in which women encounter role pressures, doubts about their competence, gender stereotypes, and marginalization from decision-making processes. These dynamics intensifyexacerbate the conflicts between family and organizational responsibilities and amplify the ongoing demand to prove their capabilities, thereby increasing stress and role fatigue. Despite these constraints, women engage in strategies such as networking, negotiation, incremental resistance, and prioritizing the practical requirements of women in their communities to reshape decision-making spaces and enhance gender sensitivity in local policies.However, the transformative impact of such agency remains limited within patriarchal institutional structures. Strengthening women’s effective participation ultimately requires institutional reforms and greater representation of women in higher levels of local governance. https://jwdp.ut.ac.ir/article_105809.html This study conducted a causal-structural analysis of the glass ceiling barriers that impede the career advancement of female librarians at Payame Noor University. It investigates this invisible gender barrier, which restrictswomen’s promotion to managerial positions, by identifying causal relationships and weighing influencing factors to inform empowerment strategies. The qualitative portion of the research was initiated by employing a mixed-methods sequential design. Thematic analysis of data from open-ended questionnaires was conducted in Python. In the quantitative phase, 100 female librarians were selected via cluster sampling and were required to complete a validated 19-item questionnaire created by the researcher (Cronbach’s α = 0.917). The data were analyzed in Python using DEMATEL for causal modeling and ANP for prioritization.The results revealed 19 influential factors, with personal constraints associated with the perception of the glass ceiling—specifically, perceived discrimination and its impact (weights 0.28 and 0.25)—being the most significant variables. Structural factors, such as family responsibilities and masculine organizational culture, also demonstrated significant causal relationships with career advancement. These results corroborate that the professional development of female librarians is significantly restricted by the glass ceiling.To resolve this issue, the study suggests that Payame Noor University implement targeted interventions, including systematic discrimination monitoring, gender empowerment training, and work-life balance policies, in order to promote equal opportunity. These insights can serve as a basis for institutional change and can direct the development of national higher education policy in the direction of increased gender equity. https://jwdp.ut.ac.ir/article_105877.html Women’s participation and agency have been the foundation and execution of at least half of the cultural and social initiatives that have emerged in Iranian society subsequent to the Islamic Revolution. However, there has been a dearth of scholarly research that has concentrated on the position and role of women, with a particular emphasis on cultural and social activities, in the process of shaping and advancing the discourse of the Islamic Revolution. Subsequently, this article endeavors to address the question of how women's cultural and social activism is demonstrated in local and national activities and organizations in Iran, and whether it is feasible to establish a model that elucidates this activism through revolutionary approaches. In order to address this question and extract a model, fifteen semi-structured interviews were conducted with active and successful women who are engaged in the establishment and management of local cultural organizations and activities throughout the country. Consequently, the grounded theory method was employed to identify and analyze the roles of women in these activities and forms of activism, as well as the relevant conditions and contexts, causal factors, strategies and approaches that women adopted, and the consequences and impacts of these forms of women’s activism on the local and indigenous ecosystem. Ultimately, a paradigm-based model was developed. This model conceptualizes women’s activism as a methodical, problem-solving approach that is rooted in the lived experiences of women, divinely inspired, empowering, simple, and local, obedient to guardianship (Velayat), educational and religious, family-oriented, and methodical in its feminine form. https://jwdp.ut.ac.ir/article_106457.html IntroductionThe field of Women's Studies, now more than half a century old in Western universities, currently adopts an interdisciplinary approach to understanding gender at the intersection of factors such as ethnicity, race, class, and sexuality. This field in Iran was first established as an academic field in 2001 and is currently taught at about ten universities at the master's and doctoral levels. Over two decades since the establishment of this discipline, the student body has expanded beyond Iranian nationals to include Afghan students pursuing graduate and doctoral degrees in this field. Given Afghanistan’s patriarchal cultural fabric and the structural discrimination against women in that country, the engagement of Afghan women with gender concepts within an academic environment is of paramount importance. Previous research in Iran has predominantly examined the challenges of this discipline from an external perspective, leaving the lived experiences of students—particularly Afghan women in this field—neglected. Consequently, the present study aims to understand the lived experiences of Afghan female students regarding their encounter with gender knowledge in the field of Women's Studies in Iran. The theoretical framework of this research is grounded in intersectionality, social constructionism, and gender reflexivity theories to elucidate the multi-layered dimensions of these women’s experiences.MethodologyThis research was conducted using a qualitative approach and an interpretative phenomenological method to explicate the deep meaning of the participants' lived experiences. The participants were Afghan female students at the master's and doctoral levels in Women's Studies from various universities, selected through purposive sampling. The inclusion criterion required a minimum of two years of study in the field. Data were collected via semi-structured interviews lasting 60 to 90 minutes, continuing until data saturation was achieved, resulting in interviews with 14 participants. Data analysis was performed based on Van Manen’s approach, utilizing three methods of holistic, selective, and line-by-line analysis. Throughout the research, ethical principles were strictly observed; informed consent was obtained from all participants, and the confidentiality of their information was preserved at all stages. To ensure research quality, the trustworthiness criteria of credibility, transferability, dependability, and confirmability were adhered to.FindingsThe findings derived from the phenomenology of the lived experiences of Afghan female students studying Women's Studies were organized into main and sub-themes. Analysis and coding of the interviews yielded four main themes: "Gendered Insight," "Gendered Empathetic Reflection," "Positive Gender Orientation," and "Gendered Labeling." The theme "Gendered Insight" encompasses sub-themes including "doubting the authenticity of traditional gender attitudes," "understanding women's unequal status," "comprehending gender discrimination within the family," and "re-reading the Quranic perspective on women and men." This indicates the students' deep awareness of the multi-layered and intertwined nature of gender discrimination with ethnicity and tribal structures. By questioning the authenticity of traditional gender attitudes, understanding the historical inequality of women, and re-reading the just perspective of the Quran regarding women and men, these women attained a new understanding of their status, realizing that gender discrimination is not rooted in the essence of femininity but is rather a product of historical sediments and patriarchal interpretations. The theme "Gendered Empathetic Reflection" includes sub-themes of "empathetic understanding of self" and "empathetic understanding of the other," reflecting a transition from a confrontation-oriented perspective to an empathetic understanding in relation to oneself and relationships with others. Students achieved empathy with themselves and others by accepting themselves without judgment and understanding the conditions of men within patriarchal structures. The theme "Positive Gender Orientation" comprises sub-themes such as "desire for anti-gender discrimination activism," "tendency towards women's empowerment," "interest in raising awareness about gender issues," and "propensity for family-oriented accompaniment," reflecting the motivation for activism among these women after gaining awareness. Through their desire for anti-discrimination activity, inclination towards women's empowerment, interest in awareness-raising, and tendency for family-oriented accompaniment, they demonstrated that studying in this field has driven them toward positive individual and social changes. Finally, the theme "Gendered Labeling" includes sub-themes of "being labeled as demanding" and "being labeled as anti-family," pointing to social pressures and negative judgments. As these women pursued studies in Women's Studies and underwent the process of gender reflexivity, they faced labels of being demanding and anti-family from society and even their own families, signifying resistance against the transformation of their gender identity. Overall, the findings indicate that the experience of studying Women's Studies for Afghan women has been a tumultuous path; a path beginning with insight and awareness, leading to empathy and positive activism, yet simultaneously encountering negative labels and social judgments. These findings, in conjunction with the three theories of intersectionality, social constructionism, and gender reflexivity, illustrate how Afghan women, on the one hand, through gender awareness regarding the intertwined discriminations they experience, achieve a better understanding of their relationship with themselves and social relations, ultimately leading to activity and activism in the gender sphere; and on the other hand, face familial and social pressures during this process, experiencing these pressures in the form of being labeled as demanding and anti-family.ConclusionThe results of this study demonstrate that studying Women's Studies for Afghan women has been a transformative process accompanied by tension. On the one hand, by fostering gender insight, empathetic thinking, and positive thinking, the discipline has paved the way for rethinking traditional beliefs, enhancing self-esteem, and motivating activism towards women's empowerment and family consolidation. On the other hand, these women have faced social resistance and negative labels while navigating the path of changing and redefining their gender identity. These findings, linked to the theories of intersectionality, social constructionism, and gender reflexivity, demonstrate how gender knowledge can serve as a tool for understanding and transcending intertwined and multi-layered discriminations, while simultaneously facing challenges arising from patriarchal power structures. Such a process, while indicative of the capacity of Women's Studies to empower women within patriarchal cultural and social contexts, also highlights the challenges encountered by students in this field. The present research fills the existing gap in the literature regarding the lived experiences of Afghan women in this discipline, emphasizing that despite judgments and social pressures, Women's Studies possesses a high capacity for empowerment and attitude change within patriarchal cultural contexts. https://jwdp.ut.ac.ir/article_106459.html IntroductionEarly marriage, defined as formal or informal marital union before the age of 18, represents a major social challenge in many developing countries, including Iran, and is associated with extensive implications for health, education, and social development. International reports indicate that despite a gradual global decline, this phenomenon remains widespread, with millions of girls entering marital life during childhood or early adolescence. In Iran, official statistics similarly reveal that a considerable proportion of registered marriages occur among individuals under 18 years of age, with notably higher prevalence in certain provinces such as East Azarbaijan, Sistan and Baluchestan, and Razavi Khorasan. Early marriage is not only linked to severe physical and psychological health consequences but also exerts profound effects on girls’ educational trajectories and the functioning of the educational system. Numerous studies have demonstrated its association with increased likelihood of school dropout, diminished academic performance, reduced social and economic opportunities, and the reinforcement of intergenerational cycles of poverty. Nevertheless, most domestic research has predominantly focused on the individual, social, or etiological factors underlying early marriage, while the role of educational structures, institutional policies, and systemic responses in addressing this phenomenon has received comparatively limited scholarly attention. In this context, The main objective of this qualitative study is to examine the neglected strategic, operational, and normative dimensions of married students’ presence in girls’ schools in Tabriz and its implications for educational processes, thereby informing policy-oriented strategies to enhance the effectiveness of the educational system in addressing this issue.MethodologyThis study adopted a qualitative approach using thematic analysis. The research focuses on girls’ schools in the city of Tabriz, a region with a relatively high prevalence of early marriage. Data were collected through semi-structured interviews with 11 participants, including principals, vice-principals, teachers, and school counselors from both urban and rural contexts. Purposeful sampling was employed to ensure maximum variation, and interviews continued until theoretical saturation was reached. Data analysis followed Braun and Clarke’s six-phase framework. In total, 68 initial codes were identified and subsequently organized into twelve sub-themes and three overarching themes.FindingsThe analysis uncovered three overarching themes: (1) Regulations and Support Resources; (2) School Functional and Structural Deficiencies; and (3) Social and Normative Factors. The first overarching theme relates to the role of policies, regulations, and support resources in the emergence and persistence of early marriage. The findings indicate that the absence of effective deterrent laws and the lack of a legal requirement to continue education through the end of secondary school have placed schools in a weak position when confronting this phenomenon. Participants pointed to legal gaps, ambiguities in educational regulations, and inconsistencies between official directives and implementation policies. This situation has created confusion among school administrators and reduced their capacity to intervene effectively in preventing early marriage. In addition, limited institutional and financial support, particularly in rural and marginalized schools, has left schools without the necessary resources to provide supportive services for students at risk. These conditions suggest that without coherent policy-making and adequate institutional support, schools alone are unable to manage the consequences of this phenomenon.The second overarching theme addresses the structural and functional shortcomings within schools in responding to early marriage. The findings indicate that schools lack clearly defined programs or policies for managing the educational circumstances of married students. In many cases, these students continue their education alongside other students; according to participants, this situation may unintentionally create role modeling and contribute to the transmission of attitudes associated with early marriage among other students. In addition, the shortage of counseling services and psychological support represents another major challenge for schools. Many schools, particularly at the secondary level, lack specialized full time counselors, which limits their capacity to implement preventive interventions. Alongside these challenges, the educational curriculum does not adequately address adolescents’ real needs in relation to life skills and decision making. The physical and environmental conditions of schools, such as deteriorated facilities and non stimulating school environments, also contribute to reduced academic motivation and a heightened risk of school dropout. Such outcomes, in turn, may strengthen the likelihood that students perceive early marriage as an alternative pathway.The third overarching theme highlights the role of social and normative factors in sustaining early marriage within the school environment. The findings indicate that the presence of married students in schools can gradually lead to the normalization of this phenomenon. The sharing of marital experiences, shifts in dress style and behavior, and conversations related to married life create opportunities for other students to model these behaviors. Moreover, in some cases, the increasing number of married students reduces social sensitivity toward the issue, contributing to changes in the school’s normative climate. The influence of kinship networks and extended family relations, particularly in rural and marginalized areas, also plays a notable role in promoting and reproducing early marriage. In such contexts, early marriage is perceived as a normative and socially accepted practice, thereby intensifying the social pressure on adolescents to conform.ConclusionThe interpretation of these findings within the framework of social and psychological theories suggests that early marriage emerges through the interaction of institutional structures, cultural norms, and processes of social learning. From the perspective of social learning theory, observing and modeling prevalent behaviors within the social environment can lead to the reproduction of such behaviors among adolescents. In addition, social norms theory indicates that as a behavior becomes more widespread within a community, it may gradually be perceived as an accepted norm, thereby increasing the likelihood of individuals conforming to it. Accordingly, the presence of married students in schools not only has individual-level consequences but may also influence the attitudes and behaviors of other students at the normative level.Based on the findings of this study, effectively addressing early marriage requires a multilevel and intersectoral approach. Reforming legislation related to the minimum legal age of marriage and strengthening enforcement mechanisms that ensure girls’ continued education through the end of secondary school constitute essential steps in this regard. In addition, enhancing counseling services in schools, revising educational content with an emphasis on life skills training, improving the physical and social conditions of schools, and increasing coordination among policy making institutions represent critical measures for reducing the prevalence of this phenomenon. Community based interventions aimed at transforming cultural norms and increasing families’ awareness can likewise play a significant role in preventing early marriage.In summary, the findings of this study reveal that early marriage among students is not merely an individual or familial issue but rather a multidimensional and structural phenomenon that directly affects the educational system. Therefore, effective policymaking in this domain necessitates simultaneous attention to legal, institutional, educational, and cultural dimensions. Through the reinforcement of supportive mechanisms and the transformation of social norms, it is possible to mitigate this phenomenon and promote greater educational opportunities for girls.