Document Type : Research Paper
Authors
1 Allameh Tabataba'i University. Faculty of Social Sciences
2 Allame Tabataba;i University.
Abstract
The purpose of this study was to identify the social and cultural factors affecting the return of married women to Education in Tehran by qualitative thematic analysis method. Semi-structured interviews were conducted with 35 married / returning women-based, systematic, and value-based titles through purposeful sampling and were analyzed using three-step method (description, analysis and interpretation). of married The sample size criterion in the qualitative section was theoretical saturation,analysis of the main theme extracts the "Strategy of Searching for Possible Selves for Making Balances in Different Areas of Life" and consequently identifies three typical patterns of women's return to education with identity-based, systematic, and value-based titles. A thematic map form is provided. This basic theme is the result of the interaction of its two main and self-contained classes, which comprise nine subcategories. In a category of open source code among womenquently identifies three typical patterns oftegy of Searching for Possible Selves for
Keywords
- Bates, M. and Nortan S. (2002) "Educating Rita: An Examination of the Female Life Course and its Influence on Women’s Participation in Higher Education". Journal New Horizons Adult Education, 16(3).
- Chao, R, and Good, G. E. (2004). "Nontraditional Students' Perspectives on College Education: A Qualitative Study." Journal of College Counseling, 7.
- Hostetler, A. Sweet, S. and Phyllis. M. (2007). "Gendered Career Paths: A Life Course Perspective on Returning to School". Sex Roles, 56.
- Jacobs, J.A. and King, R.B. (2002). "Age and College Completion: A Life-History Analysis of Women Aged 15-44". Sociology of Education, 75(3).
- Miller, M.T., Pope, M.L. and Steinmann, T.D. (2006). " Trait and behavioral differences among community college students based on gender: Results of a national study". Community College Journal of Research and Practice, 36.
- Quimby, J. L. and O'Brien, K. M. (2006). "Predictors of well-being among nontraditional female students with children". Journal of Counseling and Development, 84(4).
- Reay, D. (2003). "Risky Business? Mature Working-class Women Students and Access to Higher Education". Gender and Education, 15(3).
- San Miguel Bauman, S. Wang, N. Wester Deleon, C. Kafentzis, J. Zavala-Lopez, M. and Lindsey, M. (2004). "Nontraditional students' service needs and social support resources: A pilot study". Journal of College Counseling, 7(1).
- Shank, M. D. Winchell, M. H. and Myers, M. (2001). "for colleges and universities. Appreciating the needs of non-traditional students". Women as a growing market Journal of Marketing for Higher Education, 11(1).
- Sweet, S. and Moen, P. (2007). "Integrating Educational Careers in Work and Family". Community, Work and Family, 10(2).
- Taniguchi, H. and Kaufman, G. (2007). "Belated entry: Gender differences and similarities in the pattern of nontraditional college enrollment". Social Science Research, 36(2).
- Vaccaro, A. and Lovell, C. D. (2010). "Inspiration From Home: Understanding Family as Key to Adult Women’s Self-Investment". Adult Education Quarterly, 60(2).
)