ABSTRACT
In recent years, there have been ample studies on the feminization of education and women’s access to university education both in Western societies as well as in the global south (Monkman, 2011; Nozaki, Aranha, Dominguez, & Nakajima, 2009). Nozaki, Aranha, Dominguez, and Nakajima (2009) argue that “one of the most significant worldwide transformations in education over the past several decades has been the drastic increase in women’s access to colleges and universities” (p. 217). Similar trends in Iran show that in 1998, female students surpassed male students (51%) for the first time in the entrance examination of state universities (Sakurai, 2013). During 2011–2012, female students’ admission accounted for 63% of the total of students admitted (Statistics Iran, 2012). While most female students were admitted to humanities and social science fields, the number of women in engineering, medical sciences, and sciences were also noticeable during this period.
