Study and comparison of social factors affecting the exclusion of Iranian and Afghan students (Case Study: Kashan Secondary School)

Document Type : Research Article

Authors

1 Invited lecturer in the Department of Sociology, Farhangian University

2 Professor, Department of Geography and Ecotourism, Kashan University

3 PhD student in Sociology, Social Issues of Iran, Kashan University

Abstract

The aim of this study was to investigate and compare the social factors affecting the exclusion of Iranian and Afghan high school students in Kashan. In this study, two methodological quantitative (questionnaire) and qualitative (semi-structured interviews) were used. In the quantitative part, the sample size was estimated to be 340 people using Cochran formula and cluster sampling method, and in the qualitative section, 15 semi-structured interviews were conducted for exploratory study and deepening of the results. The descriptive findings stated that the mean score of social exclusion of students was in the middle to high level (2.83), which in general, the average social exclusion of Afghan boys and girls was higher than that of Iranian boys and girls. The results of data analysis showed that although there is a significant difference between quality of life, social participation and social discrimination of Iranian students with Afghan students, there is no significant difference between their cultural capital and each other. Regression results also showed that among Iranian and Afghan boys, social participation and social discrimination among Iranian and Afghan girls had the greatest impact on their social exclusion. Also, the findings of the qualitative section confirm the quantitative results of the research. The final argument of the paper is that the social exclusion of students is a multi-dimensional, complex and hidden phenomenon. Providing a platform for increasing social participation and reducing social discrimination is one of the most important coping strategies in the issue of social exclusion, which requires inter-institutional interaction and the participation of the education system with the family institution and the activists of the educational system.

Keywords

References

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Two Quarterly Journal of Contemporary Sociological Research
Volume 9, Issue 16
August 2020
Pages 287-313

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