Objectives: This study aims to determine the effects of hidden curriculum components on social dimension of Islamic-Iranian identity of secondary school girl students of Tehran.
Method: The research methodology is a combination of documents analysis, ethnography, and qualitative content analysis. Accordingly, five schools and 30 students were selected purposively (through chain sampling). Data was collected through instruments like Interviews (semi-structured), participatory observations, and note-taking from documents. The data was analyzed through open coding, axial coding, and selective coding.
Findings: The findings showed that the hidden curriculum components have both positive and negative effects on social dimension of Islamic-Iranian identity of secondary school girl students in three cognitive, emotional, and behavioral levels. Such results have been explicated in tables.
Sobhaninejad, M., & Amiri, Z. (2014). A Study on the Effects of Hidden Curriculum Components on Social Dimension of Islamic-Iranian Identity of Secondary School Girl Students of Tehran City. Sociological Cultural Studies, 5(2), 83-109.
MLA
Mahdi Sobhaninejad; Zahra Amiri. "A Study on the Effects of Hidden Curriculum Components on Social Dimension of Islamic-Iranian Identity of Secondary School Girl Students of Tehran City". Sociological Cultural Studies, 5, 2, 2014, 83-109.
HARVARD
Sobhaninejad, M., Amiri, Z. (2014). 'A Study on the Effects of Hidden Curriculum Components on Social Dimension of Islamic-Iranian Identity of Secondary School Girl Students of Tehran City', Sociological Cultural Studies, 5(2), pp. 83-109.
VANCOUVER
Sobhaninejad, M., Amiri, Z. A Study on the Effects of Hidden Curriculum Components on Social Dimension of Islamic-Iranian Identity of Secondary School Girl Students of Tehran City. Sociological Cultural Studies, 2014; 5(2): 83-109.
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