gender socialization, as one of the most basic types of socialization, affects a person's individual and social life, including the stability of his or her marital life. The aim of this study was to explain the relationship between gender socialization and divorce between 178 divorced women and 222 women with emotional divorce, which was conducted by survey method in Bandar Abbas. This study used biological and social theories to explain gender socialization and theories of structural functionalism and the love triangle to explain divorce. In the present study, simple and stratified random sampling proportional to volume was used for women with emotional divorce and chain sampling was used for divorced women. Questionnaire data were collected through interviews and face validity was confirmed through literature review and expert judgment, structural validity was confirmed by factor analysis and its reliability was confirmed by Cronbach's alpha. The results showed that gender socialization of 29.4% of divorced women and 70.6% of women with emotional divorce is traditional, and on the other hand 60.2% of divorced women and 39.8% of women with emotional divorce, Had a modern gender socialization. According to the results of Chi-square test, there is a significant relationship between the type of gender socialization of women, gender values, gender inequality and power relations with the type of divorce. Accordingly, women with emotional divorce have a more traditional outlook than divorced women.

gender socialization, as one of the most basic types of socialization, affects a person's individual and social life, including the stability of his or her marital life. The aim of this study was to explain the relationship between gender socialization and divorce between 178 divorced women and 222 women with emotional divorce, which was conducted by survey method in Bandar Abbas. This study used biological and social theories to explain gender socialization and theories of structural functionalism and the love triangle to explain divorce. In the present study, simple and stratified random sampling proportional to volume was used for women with emotional divorce and chain sampling was used for divorced women. Questionnaire data were collected through interviews and face validity was confirmed through literature review and expert judgment, structural validity was confirmed by factor analysis and its reliability was confirmed by Cronbach's alpha. The results showed that gender socialization of 29.4% of divorced women and 70.6% of women with emotional divorce is traditional, and on the other hand 60.2% of divorced women and 39.8% of women with emotional divorce, Had a modern gender socialization. According to the results of Chi-square test, there is a significant relationship between the type of gender socialization of women, gender values, gender inequality and power relations with the type of divorce. Accordingly, women with emotional divorce have a more traditional outlook than divorced women.

gender socialization process, as a basis for the reproduction of gender inequalities, has undergone major changes. As societies move from traditional to modern conditions and old structures and values are questioned, re-defined male and female identities require examination by social scientists. The studys objective is to identify patterns of gender socialization and its changes over time. It relies on qualitative methods, using group discussions and participant observation. The research examines learned gender symbols and roles, shifts in the family structure, and changes in gender norms among women and men across three generational groups. The findings reveal broad and imbalanced changes in gender socialization among the new generation. The discrepancy between the aspirations and expectations of young women and existing realities has led to tensions between social forces.

Focusing on 'gender socialization theory' (Richardson 1977, Evans and Davis 2000, Taylor 2003), this article examines the representation of gender issues in school textbooks. Generally speaking, gender socialization is a long and continuing process and associated with a number of main factors and institutions such as family, peers, schools and mass media over an individual’s life-span. It, however, has been well documented that gender socialization is mainly formed in the childhood and school-ages (Gooden and Gooden 2001). This means that schools and textbooks, as the first agents and the most influential tools for formal education and transition of social expectations and cultural standards (Taylor 2003), play a key role in shaping and developing gender identity of children. The literature reviewed in this article emphasizes on three key points. First, the absence of ' gender fairness', as termed by Whiteley (1996), tends to be prevalent in many counties throughout the world. This also means that although gender bias is a more crucial issue in developing countries, it also applies to some extent to developed countries (e.g. Weitzman et al 1972, Blount 1990, Crabb and Bielawski 1994, Yaqubi 1376, Afshani et al.1388). Second, lack of gender fairness is not limited to school textbooks because it has also been observed in the educational materials of universities as well as high-level academic journals and text-books (e.g. Elder et al.1988, Watkins 1993, Sugar et al.2002).Third, despite the significant achievements towards ' gender fairness' in more recent years, various types of gender bias are still significantly portrayed in the school textbooks and other educational resources (e.g. Kortenhaus and Demarest 1993, Evans and Davis 2000, Anderson and Hamilton 2005). Using content analysis method, this study focuses on Iranian primary school textbooks (from Year 1 to Year 5) in the educational year 2009-2010. Generally speaking, the results illustrate that both names and pictures of males are markedly more prevalent than those of females. Such gender bias has also been observed in the prevalence of key words related to males and females (such as man and woman, boy and girl), patterns and characteristics of work outside and inside the home, the composition of family size in terms of the gender of children, and sport activities. More importantly, the results illustrate the fact that such gender biases are often associated significantly with the schooling grade: the higher the grade, the greater the bias. This study has also found some substantial differences regarding the representation of gender roles by the title of the textbooks. In sum, the results of this study provide empirical evidence to support ' the male-first phenomenon' (Lee and Collins 2008) and ' gender bias' (Sugar et al.2002, Sunderland et al.2001), rather than ' gender fairness' (Whiteley 1996). These gender patterns portrayed in school textbooks tend to be incompatible with Iranian women's substantial achievements in human capital (particularly, high level of university education and high aspiration for market employment) and demographic changes (especially, marriage delay and low fertility) in recent years.

IntroductionDespite social and cultural changes in Iranian society, patriarchy still has a hegemonic position and is reproduced through gendered institutions, including the family.in Iranian Kurdistan, the family, as a social institution and one of the main sources of socialization, has significant sanctity and importance and has played a unique role in the construction of gender identity.gender identification in the context of the family has been associated with the subjugation of women. Recent studies have shown the continuation of subjugation and inferiority of Kurdish women (Ghaderzadeh & Hosseini, 2017; Ghaderzadeh & Khalghi, 2017; Ghaderzadeh & Abdollahzade, 2022; Rostampour, 2013; Shahriari, 2014).gender socialization is one of the conceptual and theoretical constructs that lead the way in understanding patriarchy and women's inferiority. socialization is a process through which people find gender identity. They learn what is expected of them because of being a woman or a man and how to express these characteristics. Due to the fact that most sociologists believe that gender differences have a social origin, understanding gender socialization is important for analyzing the status of women (Wharton, 2012:56).understanding the dimensions and institutional sources of gender socialization and revealing it,s vulnerable strains is the precursor to redefining the social status of women in different fields of society.the practical importance of addressing the issue of gender socialization in the context of Kurdistan society becomes more relevant when women are abused openly and covertly in various fields.honor killings and murder by father or husband, the daily representation of news related to the assault of women on social networks and it,s increasing growth indicate asymmetric relationships and the weakness of dialogical and emotional democracy in the context of the family.based on field evidence, the city of Sanandaj is facing significant examples of gender inequality and gender violence. Therefore, the main question of the current research is, according to women's narratives, how does gender socialization take place in Sanandji families? And what are the sources and agents of gender socialization?MethodologyUnderstanding gender socialization in the context of the family requires studying the real life situation; Therefore, qualitative methodology has been adopted and among the qualitative methods, thematic analysis has been chosen as a method and strategy of data analysis to understand women's narrative of gender socialization.due to the events faced by women in childhood and adulthood and after marriage, the field of study is focused on a sample of married and working women in Sanandaj. By narrating the details of their lives and the events that happened in their lives and those of others, women provide rich data based on which gender socialization can be understood .on the other hand, due to the background nature of gender socialization and influence of ethnicity, the field of study is limited to Kurdish women of Sanandji.the sampling of the present study was a combination of targeted sampling and sampling with maximum diversity. In this study, theoretical saturation was achieved after conducting 30 interviews. In this study, after collecting data through semi-structured interviews, data was analyzed and interpreted using the thematic analysis approach.ResultsOne of the dimensions of gender socialization is gender roles. to understand the gender roles, the participants were asked what they do as women at home? Why do men refuse to do the things that women do? by analyzing the themes, we found 4 main themes: “identification with home,” “instrumental roles,” “patriarchal order of care,” and “glass ceiling and the difficulty of promotion of working women”.the interviewed women defined themselves by housework and the home environment, and since childhood, girls' cooperation and companionship in housework has been expected.most of the women admitted to asking men's permission in various matters, and men's ignorance of their work or leaving the house without men's permission has been associated with men's annoyance and anger.restrictions in the field of interactions and not being allowed to travel with friends or travel without family were among the common experiences of the interviewed participants.women believed that there is not much difference between housekeeping and employment in offices and institutions, and in both areas, the position of women is not recognized, and women's ideas are confiscated by men, and women's activities are hindered by men.after “gender roles”, another construct that helps to understand gender socialization is “gender stereotypes” which are resistant to change.gender stereotypes are closely related to social roles and perpetuate gender inequalities by legitimizing gender norms and identity.regarding the gender stereotypes related to the presence of women in public spaces, we found two main themes: “genderization of public spaces” and “insecurity in public spaces and blaming women”.one of the central topics in the current research was understanding the personality dimensions of women. Based on the understanding of women, the two main themes of “expressive identity” and “genderization of work and education” have formed gender stereotypes related to women's personality.among the other topics investigated were gender stereotypes in the field of family planning and management, based on women's narratives, two main themes were reached: “risklessness and dependent decision-making” and “gender separation of family planning and management”.in order to understand the gender stereotypes related to choosing a spouse and marital relations, interviews were conducted with women regarding topics such as the process of marriage and choosing a spouse for children, having children, and marital relations. From the analysis of the themes, 3 main themes were obtained: “urgency and strictness in the marriage of girls”, “woman as a sexual object” and “woman as an honor”.the last subject under investigation was the recognition of the sources of women's socialization. Based on the data, “family and relatives” and “mass communication media” have formed the main sources of gender socialization of women.ConclusionOne of the distinguishing features of the current research was acknowledging the role of the family and especially the role of mothers in the continuation of gender inequalities through internalization and reproduction of gender roles and stereotypes. Participating women have actually perpetuated and consolidated gender roles and stereotypes by following the example of mothers.In addition, mass communication media along with family represent women in the framework of gender roles and stereotypes.Contrary to studies that have emphasized women's resistance to accepting conventional social identities, the findings of the present study indicate the weakness of gender awareness in kurdistan society.due to the dominance of patriarchal social and cultural structures, weak institutional support and exclusion from the labor market, women are unable to deconstruct gender stereotypes and redefine gender roles.still in kurdistan, a woman is associated with the honor and honor of the family, and women consider family issues as a personal and private matter.in order to understand gender roles and stereotypes as a social problem, it is necessary to sensitize the society and convince the members of the society about the harmful nature of gender socialization and in this way, women should be organized.the structure and system of male ideology is reproduced through gender socialization and has imposed expectations on women that have perpetuated gender discrimination and inequality; Therefore, according to Giddens, an emancipatory politics is necessary for women, and this implies the deconstruction of the patriarchal discourse, the horizontalization of couple relations, and emotional democracy in the context of the family.

This study aims to examine and explore demographic, economic, social, and mental factors which influence parents' attitudes towards children's gender socialization. The dependent variable is parents' attitude towards gender socialization which is includes expectations, gender role, and interests. The theories which are used in this article are Fish Bayn and Ayzen's attitude theory and liberal feminist sociological theory. Data was collected through questionnaires distributed among 384 married men and women who lived in Shiraz and who were selected through stratified random sampling. The results show that by controlling intervening variables (the amount of parents' labor division, the extent of self-esteem, family size and the amount of family income) all independent variables have significant relationship with dependent variable. Also, the relevant variables account for about 38 percent of the changes of parents' attitudes towards gender socialization of the children.

The misrepresentation or non-representation of the role of both genders in language teaching materials reflects gender bias and can reproduce gender stereotypes in language learners. The present study investigates how gender is represented in AZFA educational materials, written by authors outside Iran and authors inside Iran.In this study, the book Persian of Iran Today - Introductory Course of Persian Language Teaching, Volume1 written by Shahsavari and Atwood (2015), from AZFA educational materials published outside Iran, was examined. To compare with this book, the First Step - in learning Persian, beginner level (1938) written by Sahraei, Marsous And Malekloo, from the AZFA  educational materials published in Iran, was analyzed. Both books were selected at the same beginner level to ensure a valid comparison.

This research aims at recognizing the effects of stereotype on gender inequality in the families among employed women in education organization of Hamadan. To explain these impacts, we have used theoretical foundations such as the resource theory, social learning theory, gender schemata theory, labeling and feminist theories. This is a survey research which use questionnaire and interview as a side technique and it is done on 344 women who were selected through cluster sampling. Data analysis has been performed in descriptive statistics level based on frequency distribution tables and in inferential statistics using Pearson correlation coefficient, T-test, multivariable regression factor analysis and path analysis. In this research, based on regression equation, 61% of gender inequality is predicted. The results show that independent variables such as education level and respondents' revenue are reversely and significantly related with dependent variable of gender inequality.The variables of gender socialization, gender ideology, gender norms, role playing, and gender stereotype are related positively and significantly with gender inequality in the families.There is a positive and significant relationship between age variable and one of its indices (gender politics) with gender inequality, but there was no significant relationship among occupation rank with the other indexes of age.