Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-9 |
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Valipour J, Rahmani Firouzja A, Abbasi Asfajir A A, Hyderabadi A. Examining the Factors Influencing Social Gaps in Iranian Society (A Case Study: Youth Aged 19 to 40 in the Western Mazandaran Province - 2022). RJMS 2024; 31 (1) :1-9
URL: http://rjms.iums.ac.ir/article-1-8573-en.html
URL: http://rjms.iums.ac.ir/article-1-8573-en.html
Associate Professor of Department of Sociology, Babol Branch, Islamic Azad University, Babol, Iran. , arf1348@gmail.com
Abstract: (243 Views)
Background & Aims: Social inequality is a pervasive issue that exists across many societies, influencing economic opportunities, social relations, and the overall quality of life. In recent years, the focus has increasingly been placed on the multifaceted nature of social disparities, particularly in relation to gender and educational attainment. These two factors have been found to have a profound impact on social mobility, economic development, and social cohesion. Understanding the extent to which gender and education contribute to social gaps can provide important insights into the broader structures of inequality that persist in society. The issue of social disparity is not just a global concern but also manifests on a local level, where specific regional and demographic factors play a significant role in shaping social outcomes. One such context where social gaps are particularly prominent is in Iran, a country that has witnessed considerable socio-economic changes over the last few decades. The region of Mazandaran, located in the north of Iran, presents a unique case for studying social inequalities. The province is home to a diverse population, which includes urban and rural communities, with various levels of education and economic development. Despite the recent advancements in education and women's empowerment, significant gender and educational gaps persist, particularly in the western parts of the province. The intersection of gender and education has long been a subject of interest for researchers studying social inequalities. Gender inequality remains a persistent issue globally, influencing various aspects of life, including employment opportunities, income distribution, and access to social services. In many societies, women continue to face systemic barriers that limit their ability to participate fully in the workforce and society. These barriers can range from cultural expectations and traditional gender roles to legal and institutional discrimination. In Iran, while there have been significant strides toward gender equality, women, especially in rural areas, continue to face challenges in achieving equal access to opportunities. The gender wage gap, limited access to higher education, and underrepresentation in leadership positions are just a few of the issues that continue to contribute to gendered social disparities. On the other hand, education plays a central role in social mobility, shaping individuals’ future prospects and helping to bridge or exacerbate existing social gaps. In many societies, the level of education directly correlates with income and employment opportunities. Highly educated individuals tend to have better job prospects and higher wages than those with lower levels of education. In Iran, educational attainment has been recognized as a crucial factor in determining an individual’s social and economic status. However, despite a significant increase in educational access, there are still substantial inequalities in educational attainment between men and women, and these inequalities are further compounded by regional disparities. The young adult population, particularly those between the ages of 20 and 60, forms a critical demographic group for understanding social inequalities in the region. This age group is at the intersection of education, career development, and family responsibilities. The choices made by individuals in this age range, particularly regarding education and career paths, have long-term implications for their social and economic status. For young women, the challenges are particularly pronounced, as they often face societal expectations that limit their ability to fully participate in the workforce and higher education. These gendered expectations can create significant barriers to achieving social equality and contribute to the perpetuation of gender-based disparities in various sectors of society. In the context of Mazandaran, the western region is home to a population with diverse socio-economic backgrounds. Furthermore, the lack of access to quality education and vocational training in rural areas limits the prospects of young men and women, perpetuating cycles of poverty and social exclusion. This research aims to explore the factors that contribute to social gaps in the western region of Mazandaran, with a particular focus on the role of gender and educational attainment. By examining the interplay between these two factors, the study will investigate how gender influences educational choices, career paths, and social mobility. Additionally, the research will explore how educational inequalities contribute to broader social disparities in the region. Understanding these dynamics is crucial for addressing the root causes of social inequality and developing effective policies to reduce these disparities.
Methods: The present research is descriptive-correlational in nature. The statistical population includes all residents of Mazandaran province (from Gelogat to Ramsar) aged 19 to 40 years, with a total population of approximately 3.283 million people, as reported by the Statistical Center of Iran in 2016. Using the Cochran formula for sample size determination, a sample of 384 individuals was selected. In this study, a social gap questionnaire (with 11 questions) was used to measure the impact of gender and education level on the research topic. For data analysis, one-way ANOVA and independent t-tests were applied using SPSS software at a significance level of 0.05.
Results: The results indicated that the mean impact on social gap for women was 3.77, and for men it was 3.85, with a negligible difference of 0.08. There was no significant relationship between gender and the impact on social gap. Furthermore, the results showed a significant relationship between the education level of citizens and the impact on social gap.
Conclusion: The findings suggest that there is no significant relationship between gender and the impact on social gap, while the education level of citizens has a significant impact on the social gap. These results imply that social gap is a multi-dimensional and complex phenomenon that cannot be attributed to a single factor such as gender. Instead, variables such as education play a more fundamental role. Regarding gender, the lack of a significant relationship indicates that in Mazandaran, factors such as cultural development, improved access to education and employment for women, and changes in traditional social roles have reduced the impact of gender on the social gap. However, this does not mean complete equality; rather, it shows that gender alone is not a determining factor in creating social gaps, and indirect effects through other factors like education and access to opportunities should be considered. On the other hand, education acts as a key factor in reducing or increasing the social gap. People with higher education enjoy more benefits in economic, social, and cultural domains, which may lead to a widening gap between educated and less-educated groups. At the same time, education can be a tool to reduce inequalities and empower individuals, especially if educational policies are implemented to ensure equal access and reduce educational gaps among different social groups. In conclusion, reducing the social gap in Mazandaran province and Iran in general requires attention to intermediary variables such as education and economic conditions. Comprehensive policies in the fields of education, economic development, and the promotion of social equality can minimize the impact of these factors on the social gap and strengthen social justice.
Type of Study: Research |
Subject:
Clinical Psychiatry
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