Education And Its Influence On The Perception Of Women’s Role In I ran

1. Education And Its Influence On The Perception Of Women’s Role In Iran Danielle Giacchetti 7494a.student@american.edu http://eagle1.american.edu/%7Edg7494a/ American University School of International Service SIS-600-005: Int'l Affairs Stats & Methods–Dr. AssenAssenov

2. Research Question & Hypothesis • Research Question: What is the impact of a education, age, income level, and gender on an individual’s perception of women’s role in society in Iran ? • Research Hypothesis: Controlling for age, income level, and gender, individuals with higher education will view a more active role of women in society.

3. Literature Review 1.) Moaddel, M. & Azadarmaki, Taqhi. “The Worldviews of Islamic Publics: The Cases of Egypt, Iran, and Jordan.” (2002): 1-28. • Theory: Variations in values such as the ideal number of children, attitudes toward marriage and women, family and level of trust toward major social institutions are correlated with variation in regime. • Findings: Variation in the nature of the regime is a relevant determinant of variation worldview amongst the population in the given countries. 2.) Lutz, W., Cuaresma, J. C. & Abbasi-Shavazi, M. J. “Demography, Education, and Democracy: Global Trends and the Case of Iran.” Population and Development Review, 36 (2010):253–281. • Theory: Population reconstructions and projections by age, sex, and educational attainment are correlated with improvements in human capital and implementation of democracy. • Findings:Iran has a substantial chance of significant advancement toward democracy over the next two decades. 3.) Tohidi, Nayereh. “Modernity, Islamization, and Women in Iran.” Gender and National Identity: Women and Politics in Muslim Societies.” Ed. Moghadam, Valentine M. London and Atlantic Hughlands: N.J. Zed Books, 1994. 111-141. Print. • Theory: National identity, modernization, development, and morality with special attention to education and Islam are correlated to women’s role in Iranian society. • Findings: There is a positively relationship between Islamic Feminism and progress in these areas observed above.

4. Data This indicates that 75% of the sample population in Iran finds female independence either very important or somewhat important. Since this is a representative sample, it can be inferred that 75% of Iranian socity also shares this view.

5. Data Continued • Unit of Analysis: Individual • Source: the survey data is provided by the World Values Survey with fieldwork dates from June 2005-August 2005 via face-to-face interviews conducted by researchers from the College of Arts and Science at the University of Tehran, Iran. • Reliability of the data: • Limitations: • Single country vs. many • Only one wave • Data gathering procedures increase reliability • Dependent Variable: Attitudes towards women in Iran: • (d072) “Independence in a woman is an important trait?” • Agree=1, Disagree=0 • Level of Measurement: Nominal • Independent Variables: • Education (edu1): Ordinal • Income level (inc2): Ordinal • Age (age2): Interval-Ratio • Gender (gen): Nominal

6. Bivariate Analysis: Lambda and Chi Square – Gender Perception In Iran (very important=1, not important=5)

7. Probit Regression Analysis, Marginal Effects – Dependent Variable: Attitudes About the Role of Women In Society (Agree=1, Disagree=0)

8. Findings & Policy Implications • Findings: • Education: for every one unit of increase in education (for every level education increases, i.e. from elementary school to high school to college, etc.) there is a 1.5% increase in the likelihood that the respondent will favor the dependent variable (that is that the respondent will value independence in women as an important trait). • Gender: As gender switches from male to female, there is a 12.2% increase in the likelihood that the respondent will favor the dependent variable (that is that the respondent will value independence in women as an important trait). In other words, women are 12.2% more likely to value their own independence than are men in Iran. • Age and Income Level: not statistically significant; accept null hypothesis; inconsistent data • Policy Recommendations: • Promote and finance further research towards the study of sexism in Iranian society • Support the establishment of extracurricular activities and leadership opportunities for women in Iran through the funding of non-governmental organizations • Increase the quantity and quality of educational institutions that focus less on religion and incorporate interaction between men and women in the classroom • Finance scholarship opportunities for exchange programs in the US for student’s in Iran