Factors Influencing the Restructuring of Women's Social Identity with a Comprehensive Interpretive Structural Modeling Approach
Volume 5, Issue 2, Spring 2023
Neda Khodakaramian Gilan, Mohsen Niazi
Abstract In contemporary societies, factors such as industrialization, technological development, economic expansion, investment, and communication development have transformed the symbolic framework of individuals' lives. In such circumstances, individuals need identity; through identity, complexity and the speed of social changes can be mitigated, enabling humans to create relative order in their lives and surroundings. In this research, the investigator aims to design a model consisting of factors influencing the restructuring of women's social identity using the comprehensive interpretive structural modeling method. The present research is descriptive-analytical, and the study population includes university experts, with 24 members selected purposefully from the faculty, doctoral graduates, and doctoral students in the fields of sociology and psychology. The designed model encompasses 11 factors: women's awareness of their position in society, conflicting identities, inclination toward gender equality, individual life orientation, universities and higher education centers, prevalence of stereotypical beliefs, challenges in coordinating traditional and new roles, social spaces, generational changes, reconsideration of identity, modernity, and identity inconsistency. Among the examined factors, challenges in coordinating traditional and new roles, reconsideration of cultural identity, prevalence of gender stereotypes, and conflicting identities are identified as pivotal factors in shaping the restructuring of women's social identity. These factors lead to women's awareness of their position in society, inclination toward gender equality, the role of universities and higher education centers, identity inconsistency, modernity, and social spaces. Ultimately, generational changes will be the outcome.
The effect of national identity components of female preschool teachers on the level of language learning skills of new learners in Semnan province
Volume 3, Issue 2, Spring 2021
Shahab Moradi, Shokoofeh Hemmati, Sima Alizadeh, Marzieh Bahar Rostami, Zahra Bagheri
Abstract The present study aimed to examine the impact of national identity components of preschool teachers on the language learning skills of preschool children in Semnan province. The research method was descriptive-survey, and the statistical population included 91 female preschool teachers during the 2020–2021 academic year, selected through cluster random sampling. Data collection tools consisted of a researcher-made questionnaire on language learning skills with nine subscales, and another on national identity with four subscales. Face and content validity of the questionnaires were confirmed by experts in the fields of early childhood education and pedagogy, and reliability was assessed using Cronbach's alpha. The collected data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Spearman correlation and Chi-square test). A strong statistical relationship was found between “teachers’ familiarity with and respect for religious and national customs and traditions” and “the development of preschoolers’ relative linguistic and communicative competence (language learning skills)” (p-value < 0.05). In other words, as preschool teachers’ familiarity with and respect for religious and national customs increases, the development of linguistic and communicative competence in preschoolers also increases. However, no significant relationship was observed between teachers’ educational background and their national identity, nor with the language learning skills of preschoolers (p-value > 0.05).