Date of Award
Doctor of Philosophy
The basic purpose of this inquiry was to consider women's issues (specifically women's education) in two cultural contexts, Iranian and American. The differences and similarities of American and Iranian attitudes toward women's education was investigated by conducting research on 80 Iranian and 83 American females and males, married and single, attending universities in the midwestern United States. The semantic differential technique was used to construct an instrument with 16 "situations" related to women's education as concepts. The Iranian questionnaire was in Farsi; American subjects had an English version;Factor analysis showed six "qualifiers" to be loading high (.77-.85) in both language/culture groups (reasonable/unreasonable; good/bad, fair/unfair, right/wrong, acceptable/unacceptable, appropriate/inappropriate). Responses to the situations were compared by a three factor analysis of variance with repeated measures on the third factor. Married and single men and women in the two national groups did not respond the same way to all situations. Tukey's (a) contrasts were employed to discover where the differences were occurring. In general, all groups were very positive toward "intellectual equality," but situations involving "mother/housewife" stereotypes produced mixed responses.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
S. Marzie Astani
Astani, S. Marzie, "Women's education: a cross cultural comparison of American and Iranian attitudes " (1981). Retrospective Theses and Dissertations. 7152.