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Formal education for women in Iran began in 1907 with the establishment of the first primary school for girls. Education held an important role in Iranian society, especially as the nation began a period of modernization under the authority of Reza Shah Pahlavi in the early 20th century when the number of women's schools began to grow. By mid-century, legal reforms granting women the right to vote and raising the minimum age for marriage offered more opportunities for women to pursue education outside the home. After periods of imposed restrictions, women's educational attainment continued its rise through the Islamification of education following the Iranian Revolution of 1979, peaking in the years following radical changes in the curriculum and composition of classrooms. By 1989, women dominated the entrance examinations for college attendance. Women's participation in education has not slowed despite efforts to impose restrictions on the increasingly female-dominated educational sphere. The changes in women's education have split into increased usage and dominance of the opportunities available to women, and the imposition of strict requirements governing their role in education, including gender-segregated classes, Islamic dress, and the channeling of women into "feminine" majors that prevent the pursuit of certain careers. History of education for women in Iran The nature of education for Iranian women changed significantly from the period leading up to the Iranian Revolution when compared to the imposition of restrictions following it. Despite the various obstacles for women entering an educational setting, they manage to comprise the majority of college attendees and outperform their male peers on university admissions tests as well as in graduation rates. Pre-Iranian Revolution In the 19th century, Western missionaries opened schools for girls in Iran, such as the Fiske Seminary in 1838, but for a long time, the authorities did not allow them to enroll Muslim students. Iran Bethel School was established by an American Presbyterian missionary organization for girls school in 1874; the school initially only enrolled European and Iranian Christian students, but received Muslim girls from 1888. At the beginning of the 20th century education for women expanded slowly, with enrollment of female students in the 1922 academic year totaling just over 7200 students compared with 35,000 of their male peers. In 1935, women first experienced the secularization of Iran's educational system when the University of Tehran was established. As the nation's secularization created demand for professionally trained students, women were encouraged to attend schools. Education became a social norm and a marker of achievement in Iranian society.. On the eve of the Iranian Revolution, in 1976–77, 40 percent of secondary school enrollment was female. These numbers largely reflect the upper echelon of Iranian society, as women who were a part of an ethnic minority or from rural areas of Iran were largely excluded from these educational reforms. Education from Iranian Revolution, 1979-1989 The Iranian Revolution of March 1979 ushered in a period of conservative leadership that altered the role and conception of the new model female in Iranian society. The period was characterized by the retraction of previously passed laws reforming women's status in the home, and the institution in its place of family and civil law based in notions of patriarchy. The newly enacted Constitution of the Islamic Republic of Iran stated the importance of women's economic and social well-being, yet did not guarantee the right to educational opportunities. Instead, the new regime of religious authority cracked down on women's participation in education, barring coeducation. Immediately following the Revolution, universities and many high schools were shut down, not to be reopened for another 3 years. During this time many female faculty were excused from their positions and many women lost their jobs. This included all female judges as well as women who held positions of authority in the government. Upon reopening of schools and under the leadership of Ayatollah Khomeini, educational curriculum was altered to reflect a new focus on Islamic values. Women were depicted wearing a veil in textbooks, appearing in social studies books as managers of the home and offering guidance on Islam and schoolwork. Men were depicted as providers for the family's needs. Some women did appear in pursuit of farming or factory work, working in hospitals and in schools in these textbooks, mostly in conformity with a gender stereotype of feminine work. Textbooks and curriculum remained uniform across genders, though the Ministry of Education's "Study of Professions" textbooks differentiated between "male" and "female" specializations and were distributed according to gender. In 1982, gender stereotyped work was institutionalized by the Ministry of Education's introduction of KAr va Danesh, an experiential cooperative day in which students were excused from school to work in various occupations. For females, these experiences consisted of workshops focused on topics such as nutrition, child rearing, cooking, and health. Course restrictions in higher education also began under the authority of Religious leader Khomeini, in which men and women were each barred from studying certain majors. Women were excluded from studying veterinary science, animal husbandry, geology, and natural resources, while men were precluded from subjects such as fashion design, obstetrics, and mid-wifery. Of 108 mathematics and computer science majors, women were only permitted to study 43. The government also established quotas for certain specializations, capping the number of women who could pursue specified majors to ensure against the domination of women in these subjects. To comply with the segregation of sexes in schooling and employment, the segregation of subjects led to the founding of a women's only medical school so that female patients could seek treatment from a female physician. Out of fear that single women may be corrupted by external society, state scholarships to study abroad were also restricted, offered to male students and married women only. The "Sponsorship for Foreign Students Act" additionally required that married women who received the scholarship be accompanied by their husbands. Beginning in 1980, female faculty and students were directed to wear Islamic dress by the Ministry of Education. The institution of veiling throughout Iran in 1981 extended the compulsion to women beginning at 6 years of age. At this time many schools limited teachers to instruct only same-gendered students. Khomeini to Khatami, 1989-2005 In 1989, the First Economic, Social, and Cultural Development Plan of the Islamic Republic of Iran, 1989–1993, offered improvement in women's educational opportunities and involvement in social and economic l.... Discover the Seyed Iravani popular books. Find the top 100 most popular Seyed Iravani books.