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
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, 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.
CHICAGO
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, 5 2 (2014): 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 (In Persian).
