In this study, we have demonstrated that differences in the attitude, behavior and fertility level of ethnic groups are the reaction of their different position in the educational system caused by unequal development. Findings show that there are deep educational inequality, sex imbalance in literacy and level of education, with higher intensity among Kurd ethnic group, and significant differences in the attitudes, behavior and fertility level among ethnic group.Yet, after controlling the effect of independent variables, ethnic differences in fertility declined from 2 children into 0.57 children. In general, 39.3% of ethnic group's fertility variance is explained by the variables studied.Because of high level of educational inequality, attitudes and fertility ideals are also different and support high and low fertility Among Kurds and Turks respectively. These different attitudes caused different demographic functions and continuation of this situation will cause demographic divergency become the predominant in surveyed society.

The purpose of the present research was to identify the dimensions and components of educational inequality from the viewpoint of managers and students in educational areas of Mashhad. The research method is quantitative with type of structural equation modeling using correlation. The statistical population included 205336 students and 2019 managers. From this population, 384 students and 323 managers were selected as the statistical sample through stratified sampling and Cochran formula. The instrument for collecting data was a researcher- made questionnaire. The data were analyzed by using Pearson correlation coefficient, multiple regression and T-test. The findings of the study indicated a significant and direct relationship between the independent variable indicators including the family background factors, school process, achievements and outcomes, and input with educational inequality as the dependent variable. The most significant variables of inequality were family background, school process, non-cognitive input and output. In other words, improving the mentioned variables could decrease the educational inequality in Mashhad seven educational districts. Furthermore, the results of modeling for structural equations indicated a relationship between dependents and independent variables. With regard to the modeling indicators, it can be argued that the proposed model had acceptable fitness and there was an optimal fit between the structured model and the obtained data. Therefore, the above-mentioned variables can be properly included in a final model of research.

The present study follows the narratives of secondary school principals about the reproduction of educational inequality in the context of the Corona virus pandemic. Educational equality shows itself in the equal use of educational opportunities and facilities, which is one of the main challenges in the current situation of the Iranian educational system. The spread of the coronavirus has posed many challenges for educators, teachers, parents and students. However, these challenges do not affect everyone equally and vary along with access to educational facilities, access to educational spaces, and the social, economic, and cultural capital of families. This study, according to Bourdieu, Elich and Coleman's theories, discusses educational inequality and using the method of narrative analysis and in-depth interviews with 3 high school principals in Sanandaj, analyzes and explains how to reproduce educational inequality in Sanandaj. The results of this study show the classification of education and unequal reproduction of education in the study population. This category, as a core one, shows that education, which should be seen as a tool for social mobility, positive change, and access to opportunities for all, has become increasingly class-based. Social and cultural distinction, inclination towards non-governmental schools, lack of access to education for all in the context of covid19, and the poverty of families and the educational damage caused by those four categories indicate the classification of education. The results also show that in the context of the outbreak of coronavirus, the challenges of cyberspace dominance over education and lack of access to all students, diminished education and reduced educational functions of schools and poverty of families in the slums and suburbs cause The field of educational inequality has been created.

This study aims to investigate poverty risk and inequality decomposition based on the education level of Iranian urban household heads in 2017. A logistic regression model is estimated with the poverty status of households as a dependent variable, a set of control variables (gender and age), and the education level of household heads as explanatory variables. We also use the Gini decomposition as appropriate inequality decomposition for selected provinces. These provinces are categorized based on whether they are deprived or non-deprived provinces using the Council of Ministers guidelines. The findings show that the poverty risk of families in both deprived and non-deprived provinces as well as the country as a whole decrease when the education level of the household head increases. The marginal effect of the first level of education is higher than other levels. Therefore, one can conclude that Iran is more similar to less developed countries. We also show that being a male household head reduces the poverty risk of families in Iran, but the gender of household heads has no significant effect in the selected provinces. In addition, the poverty risk in higher age groups is lower than that of other age groups. Based on the Gini decomposition reports, the highest level of inequality is observed in Sistan and Baloochestan province which suffers from the highest level of unemployment and illiteracy rates in Iran. Finally, inequality decomposition confirms the crucial role of education in explaining inequality.

This paper, by using household micro-level data over 2010-2014 and utilizing the generalized Logit model and Oaxaca-blinder and Machado-Mata decomposition, investigates the factor affecting educational demands and determining the share of education in income inequality. The results show that increase the parents’ years of educational and decrease in number of children lead to increase the educational demand. The results of decomposition models, also, indicate the share of education in income inequality at the bottom deciles of income is 0.6 and at the top deciles is 2.5 percent. Averagely, the share of education in income inequality in 2010 was equal to 1.46 and in 2014 to 3.26 percent. To increase the efficiency of education in the country, the policies such as creation increase the relationship between university and industry, quality of education and increase investment in sectors whit higher forward and backward linkage is advised.

One of the most effective ways of realizing social equity is to provide equal opportunities for individuals to access education and to achieve educational equity. An important aspect of educational equity appears in the labor market and by the end of the education. The processes of finding a job in the labor market and wage determination guide the efforts of individuals for gaining effective education. If the labor market does not send appropriate signals to the education system, the allocation of resources in the education system would not be correct. In this paper, the relationship between educational inequality and employment rates in Iranian provinces is examined by using Generalized Momentum Method (GMM) for a panel data of 28 provinces during 1380-1392. The employment rates and Gini coefficients of education are calculated from the income-expenditure data, published by the Statistical Centre of Iran. The results of this study show that average educational Gini coefficient, educational inequality, in deprived provinces is higher than rich provinces; and there is a negative and significant relationship between employment rate and educational inequality. In all provinces the employment rates has increased while the Gini coefficients has decreased.

It is a well-known fact that the academic success of each student depends to some extent to his/her personal characteristics, but it is also true that I student as a member of school, family, and community, has access to various resources which may influence his/ her academic achievement. Network approach with focus on the social relationships among a group of people seeks to analyze the social structure, It simultaneously pays attention to both the whole structure and the pattern of relationships within the structure. As a consequence, the network approach focuses more on the structure of relationships among actors rather than the actors and their personal characteristics. The present paper first defines social networks and then examines their functions. It also identifies the network as an individual social capital. At the closing section of the paper, a new framework inspired by the network analysis, has been introduced for the explanation of educational inequality. From the network point of view, having access to supportive relationships with the institutional agents is a necessary condition for the academic achievement and for the occupational success at the later stage.