مواجهه با دانش جنسیتی در رشتۀ مطالعات زنان در ایران از منظر دانشجویان زن افغانستانی

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Arik, E., & Akboga, S. (2018). Women’s Studies in the Muslim world: A bibliometric perspective. Publications, 6(4), 43.  https://doi.org/10.3390/publications6040043

Bagheri, Sh. & Bouriaei, Z. (2017). Strategic Pathology of Women's Studies in Iran (SWOT Model Application). Journal of Evolution of Humanities, 1(1), 135-105. (In Persian)

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Brush, L. R., Gold, A. R., & White, M. G. (1978). The paradox of intention and effect: A women’s studies course. Signs: Journal of Women in Culture and Society, 3(4), 870-883.

Case, K. A. (2013). Gender studies courses and the reduction of gender bias: Evidence from student reflections. Psychology of Women Quarterly, 37(3), 389–398.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.

Fahs, B., & McClelland, S. I. (2016). When Sex and Power Collide: An Argument for Critical Sexuality Studies. Journal of Sex Research, 53(4-5), 392-416. https://doi.org/10.1080/00224499.2016.1152454

Feitz, L. (2016). What Happened to the Women in Women’s Studies? Rethinking the Role of Women’s History in Gender Studies Classes. Social Sciences, 5(4), 79. https://doi.org/10.3390/socsci5040079

Flores, L. Y. (2022). Gender studies and student empathy: A pedagogical perspective. Journal of Feminist Pedagogy, 12(1), 45–61.

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Forrest, L., & Rosenberg, F. (1997b). Feminist pedagogy and the social construction of knowledge in women’s studies. In J. Glazer, E. Bensimon, & B. Townsend (Eds.), Women in Higher Education: A Feminist Perspective (pp. 183–197). Needham Heights, MA: Ginn Press.

Harris, K. L., Melaas, K., & Rodacker, E. (1999). The impact of women's studies courses on college students of the 1990s. Sex roles, 40(11-12), 969-977. https://doi.org/10.1023/A:1018885407873

Heidari Majd, S., & Barzegar, Kh. (2024). The Application of Concepts and Teachings of Course Units of Women’s Study in Student’s Lived Experience. Journal of Woman and Family Studies, 12(3), 10-48.          https://jwfs.alzahra.ac.ir/article_8053.html (In Persian)

Hejazi, E., & Qadimi, A. (2006). Investigation of the field of women’s studies from the point of view of the teachers and students of the course, in collection of essays on women and higher education. Tehran: Research Institute of Cultural and Social Studies. (In Persian)

Heschl, L. (2025). Developing the Human Rights-Based Approach to Persecution Further? The CJEU’s Approach in the Afghan Women and Girls Case. European Journal of Migration and Law, 27, 94-116.          https://doi.org/10.1163/15718166-12340196

Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.

Kang, M., Lessard, D., & Heston, L. (2017). Introduction to women, gender, sexuality studies. University of Massachusetts Amherst Libraries.

Karimi, N., Roshani, Sh., & Zarean, M. (2022). Afghan and Pakistani Male students' lived experiences from women's studies in Iran: A Phenomenological Study. Women Studies, 13(41), 219-254.    https://journals.ihcs.ac.ir/article_8341.html?lang=en (In Persian)

Katz, J., Farrow, S., & Swindell, S. (2004). Effects of participation in a first women's studies course on collective self-esteem, gender-related attitudes, and emotional well-being. Journal of Applied Social Psychology, 34(10), 2179-2199. https://doi.org/10.1111/j.1559-1816.2004.tb02696.x

Kimmel, M. (2015). Gender studies as a catalyst for social connection. Men and Masculinities, 18(3), 303–320.

Kirkup, G., Whitelegg, L., & Rowbotham, I. (2015). The role of Women's/Gender Studies in the changing lives of British women. Gender and Education, 27(4), 430-444.            https://doi.org/10.1080/09540253.2015.1015500

Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 21-35.          
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Lutz, H., Herrera Vivar, M. T., & Supik, L. (Eds.). (2011). Framing Intersectionality: Debates on a Multi-Faceted Concept in Gender Studies. Farnham: Ashgate Publishing.

Macalister, H. E. (1999). Women’s studies classes and their influence on student development. Adolescence, 34(134), 283-292.

Manganaro, L. L., & Alozie, N. O. (2011). Gender role attitudes: Who supports expanded rights for women in Afghanistan? Sex roles, 64(7-8), 516-529.       https://doi.org/10.1007/s11199-011-9931-6

Marchbank, J., & Letherby, G. (2006). Views and perspectives of women’s studies: a survey of women and men students. Gender and Education, 18(2), 157-182. https://doi.org/10.1080/09540250500380521

Monro, S. (2018). Sexualities studies: The last 20 years. Sexualities, 21(8), 1229-1233. https://doi.org/10.1177/1363460718771348

Montague, C., & Tambe, A. (2020). Women's Studies. In Companion to Women’s and Gender Studies. Edited by Naples, N.A. Hoboken: Wiley (pp. 23-39).

Nagalia, S. (2018). Conceptualising Gender Studies: Curriculum and Pedagogy. Indian Journal of Gender Studies, 25(1), 79-107.    https://doi.org/10.1177/0971521517738452

Naples, N. A. (2020). The Changing Field of Women’s and Gender Studies. In Companion to Women's and Gender Studies. Hoboken: Wiley. (pp.1 -23).

Rosenberg, R. (2001). Gender reflexivity in feminist pedagogy: Reconstructing identity through critical engagement. In E. G. Johnson & S. M. Martinez (Eds.), Feminist Pedagogies in Higher Education: Critical Theory and Practice (pp. 85–98). New York: Peter Lang Publishing.

Rowshani, Sh., barzegar, Kh., shahcheraghian, M., & Momen, R. (2019). Women’s Studies in Iran: Challenges and Solutions. Journal of Woman and Family Studies, 7(3), 9-50.    https://jwfs.alzahra.ac.ir/article_4649.html?lang=en (In Persian)

Scarborough, W. J., & Risman, B.(2020).Gender Studies. In Companion to Women's and Gender Studies. Edited by Naples, N.A. Hoboken: Wiley (pp. 42-67).

Scott, R., Richards, A., & Wade, M. (1977). Women's Studies as Change Agent. Psychology of Women Quarterly, 1(4), 377-379.    https://doi.org/10.1111/j.1471-6402.1977.tb00562.x

Sevelius, J. M., & Stake, J. E. (2003). The Effects of Prior Attitudes and Attitude Importance on Attitude Change and Class Impact in Women's and Gender Studies. Journal of Applied Social Psychology, 33(11), 2341-2353. https://doi.org/10.1111/j.1559-1816.2003.tb01888.x

Sharp, E. A., Sorelle-Miner, D., Bermudez, J. M., & Walker, M. (2008). “The glass ceiling is kind of a bummer:” Women’s reflections on a gender development course. Family Relations, 57(4), 530-541.   https://doi.org/10.1111/j.1741-3729.2008.00520.x

Stake, J. E. (2006). Pedagogy and student change in the women's and gender studies classroom. Gender and Education, 18(2), 199-212.       https://doi.org/10.1080/09540250500380687

Stake, J. E., & Gerner, M. A. (1987). The women's studies experience: Personal and Professional Gains for Women and Men. Psychology of Women Quarterly, 11(3), 277-284.          
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Thomsen, C. J., Basu, A. M., & Reinitz, M. T. (1995). Effects of women’s studies courses on gender-related attitudes of women and men. Psychology of Women Quarterly, 19(3), 419-425.          
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Thorpe, H. (2009). Bourdieu, Feminism and Female Physical Culture: Gender Reflexivity and the Habitus-Field Complex. Sociology of Sport Journal, 26. https://doi.org/10.1123/ssj.26.4.491

Tyrrell, C. A. (2016). Are They Listening?: Revisiting Male Privilege and Defensive Learning in a Feminist Classroom. Minnesota State University, Mankato.

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Zokaei, M. S. (2020). The art of qualitative research: From problem identification to writing. Tehran: Agah. (In Persian)

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Zuo, X., Lou, C., Gao, E., Lian, Q., & Shah, I. H. (2018). Gender role attitudes, awareness and experiences of non-consensual sex among university students in Shanghai, China. Reproductive Health, 15(1), 1-10.   https://doi.org/10.1186/s12978-018-0491-x