The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016

A Comparative Study of Discrimination in Education: The Learning
Environment and Behaviours of Students and Teachers in IranMozhgan Ghaffarzadeh34	
  The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	  Abstract

It is the learners' right to get an education free from discrimination. Discrimination in education
ranges from gender to race, age, social class, financial status, and other characteristics. In thisstudy the focus is on discrimination in education in regard to social class and financial status.
The paper describes observations of the school building layout and corresponding activities
and behaviours in language education classes. The researcher observed 10 English language
classes from different districts during 10 years from 2004 through 2014 and took notes on theactivities and behaviours provided in the classroom to identify whether there was any
correspondence with educational behaviours. The investigation in this study concluded that thelanguage classes of most of the public (state) schools and some semi-private schools included
a curriculum based on translation and memorization teaching methods. In these schools,
learners exhibited stress and inattention that disturbed their learning. In these classes learners
were threatened by laughing or rough criticizing by the teachers. The observation results wereanalyzed to make comparisons between schools and inform the level of equality in different
schools.
Keywords: discrimination in education; language classes; parent; social class; financial status;
curricular activities.

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Introduction
It is important to recognize how quickly and how profoundly legal understanding of theconcepts of ‘equality’ and equality law have changed and continue to change (Mountfield &Chambers, 2009). The current study aims at identifying the level of equality and discriminationin educational settings in a province in Iran. As Isaxanli et al. (2002) have stated, “among thechanges occurring throughout the world is the requirement that social justice is gained insocieties." In recent times, different ideologies and notions about social justice througheducation have arisen. Gordon Brown, prime minister in England believed that “It is education
which provides the rungs on the ladder of social mobility.” (Brown as cited in Smith, 2012, p.
2). Smith (2012) described a political perspective on educational equality following political
economist Thurow (1980). In this perspective, the educational experiences of the poor prevent
them from competing with better educated groups and social mobility stalls. Although there isa view that poor are poor because they failed to work hard and take advantage of educational
opportunities, the moderate view is that the poor are poor because of inadequate education,
inferior schools and disrupted families.
Different people need different considerations, quoting the Roman Emperor Justinian, “justiceis the constant will to render to each his due” (cited in Miller, 2003 p.76). In other words,
everyone should receive what they deserve. Do the poor deserve to be hungry, uneducated or
sick? How can we realize who deserves what? Miller (2003) and Garner, Wagner, andKawulich (2009) provide three concepts to consider: (a) if two students behave in a similarway, the punishment or reward should be similar; (b) the treatment should be relevant, forexample a person should not be punished because his/her name begins with a specific letter;(c) the treatment should be proportionate, meaning that if we have to behave differently withdifferent people that treatment ought to be in proportion to what they have done.
This study aims at investigating whether there is justice in educational conditions for learners
in the Mazandaran province in Iran and to what extent the probable differences in social andfinancial status may be related to education discrimination.
Literature Review
The Significance of Education and Teaching Language in Particular
Education is a basic human right and very significant in the development of countries andsocieties. Having an appropriate educational situation for all children will assist in reducing
poverty, diseases related to poverty, maternal diseases, and hunger. Education can lead toeconomic growth in the country. Michaelowa (2000) declared, “Education affects the life ofindividuals, their participation in economic activities, and overall economic development” (p.
1). It has been noted in UNESCO's pamphlet (2000) that everyone has the right to educationand it shall be free.
In this paper, English language education and language classes are investigated. Language
education is the teaching and learning of a foreign or second language. Globalization has
created a need for communicating in multiple languages. An optimum learning environment isnecessary to assist learners in the language learning process.
The Significance of Teachers and the Learning Environment
Teacher quality is very important in education. Many researchers have concluded that student
achievement is affected by their teachers (Hanushek, 1971; Murnane, 1975; Amor, 1975; Parkand Hannum, 2002; Rivkin, Hanushek, & Kain, 2005; and Aaronson et al., 2003). A study by
	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Earthman (2004) investigating student academic achievement and building conditions
concluded that the quality of the physical environment significantly affects student
achievement. In a review of school environments by Higgins Hall, Wall, Woolner, andMcCaughey (2005) significant improvements in the learning environment was identified asleading to better attitudes toward teaching and learning.
The importance of the learning environment in language education led to the current study
conducted to investigate the relationship between the possibility of education discrimination inlanguage classroomlearning environments and the educational behaviours of both teachers andlearners.
Educational Status in Iran
Education in Iran is divided into K-12 education and higher education. K-12 education underconsideration in this paper is supervised by the Ministry of Education. The structure of the
Iranian education system in schools is divided into the following stages: Pre-school Education(1 year in length, called Pishdabestan, is not compulsory), Primary Education (five years,
called Dabestan), Middle school (three years, also called Guidance or Rahnamaie), andSecondary Education (four years, called Dabirestan). English as a second language isintroduced from grade 7 (the beginning of middle school). In Iran, private schools werepermitted to re-open in 1988 as non-profit institutions. Although education is free until the endof secondary education and compulsory for the first five years of schooling, there aredifferences between different regions in the country regarding the school facilities andprograms.
The Importance of Comparative Studies on Education
Comparative education is a fully established academic field of study that examines two or moreeducational systems or situations in one country (or group of countries) by using data andinsights drawn from observing the practices and context. Comparative international research is
an attempt to understand local problems from a global perspective (Villalon, Suzuki, Hererra& Mathiesen, 2002). A list of quality measures helps to see a more comprehensive picture aswell as make informed decisions about what is important and what should be modified, addedor removed (Limlingan, 2011). As McNaught, Lok, Yin, Lee, & Song (2014) stated, althoughmost comparative education research tends to contrast different curriculum and educational
practices across different countries, internal studies are also helpful for considering thedifferences within the same national context. Attention to comparative education has increased
significantly in recent decades; however, more comparative studies that include classroom
observation are needed. This paper aims to make a comparative view in considering thesignificance of teachers and the learning environment through observations in English language
classrooms.
Methods
In this study, the researcher compared four districts in a province in Iran (Mazandaran, locatedin the north of Iran) regarding their educational status in language learning. The target was toevaluate the extent to which variations among schools may lead to learners’ and teachers'
educational behaviors and to investigate education discrimination in different schools. The
schools under study were selected based on three criteria: type and appearance. The selection
method will be presented in the procedure section. In this article, the researcher aims at
answering the following research question: To what extent do language teachers’ and learners’

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	  behaviours and their educational status in classrooms vary regarding the physical environmentof the schools and the regions in which they are located?
The Participants
The language learners of ten schools in four different cities in Mazandaran province (figure 1)
were selected for the study. Two of these four cities (figure 2) are located in the west of theprovince and two others in the east. 542,549 students are educated in primary, secondary, andhigh schools in Mazandaran. This province is one of the most important provinces in the
country. There are 27,063 classes in its 6,043 schools. These four cities were selected in thisprovince for the current study because of their geographical location. Two of them are locatedin the east and two in the west. As there are some cultural differences between west and eastof this province, the researcher tried to select the schools in order to generalize the results tomost parts of the province to some extent.
The participants were 260 learners who attended these ten secondary schools in Noshahr, Noor,
Qaemshahr and Behshahr. All of them are in secondary school, year 3, and female. They werechosen among 80 secondary schools for female learners in the mentioned cities.

Figure 1. Mazandaran Province in Iran

Figure 2. Mazandaran Province and its selected cities for the study

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    The Procedure
The first step was to select ten schools out of the 80 Rahnamaei (middle schools). To do so,
the cities of Noshahr and Noor in the west, Qaemshahr and Behshahr in the east were chosenbecause of their geographical location. Afterwards, three schools in Noshahr, three others in
Qaemshahr, two schools in Noor and two others in Behshar were selected. There were twomain criteria for selection: (a) physical environment and (b) type of school. Each of these main
criteria were rated as excellent, medium or inappropriate.
Ratings and Coding
The buildings in the study were evaluated based on the layout, whether it is timeworn, new or
refreshed. The facilities were identified: projector, whiteboard, blackboard, appropriate chairs,
computer, smart board, and others. Based on these three criteria, the schools were identified as
A, B & C. A for an excellent, B for a medium and C for an inappropriate physical environment.
The locations of the schools were noted based on rural or urban. The types of schools in theprovince were coded according to public, semi-private and private schools (table 1). The school
types ranged from 1 to 3. 1 was assigned for a public school, 2 for a semi-private and 3 for a
private school. All the information were gathered by close observation.
Table 1. The selected schools in four cities in Mazandaran Province
Name of the City Kinds of schools
Noshahr

C1

B1 A2

Qaemshahr

C1

B1 A3

Noor

C1

A3

Behshahr

B1

B2

The researcher observed classes during the nine-month academic year during a period of ten
years, from 2004 to 2014. Through these ten years, the researcher observed the classroom
situations in her role as either teacher or examiner and took notes of behaviours and actions in
the classrooms. The three schools in Qaemshahr were observed from 2004 to 2007. Behshahr,
Noor and Noshar were observed from 2007-2009, 2009-2011 and 2011-2014 respectively. Allof the selected language classes were held at 8:00 to 9:15 AM to homogenize the groups andreduce the effect of time on teachers’ and learners' behaviours’ in the classroom. It should be
noted that based on the Ministry of Education in Iran, all the textbooks and contents of learningmaterials are the same, although the school facilities are different from one another.
Findings
During ten years of observing educational situations of these ten language classes, theresearcher tried to take note of every behaviour and activity in the classroom. Researcher notes
describing one session in three classes in C1, B1 and A3 types respectively are presented in thefollowing.
C1 denotes a public school with an inappropriate physical environment, B1 denotes a publicschool with a medium physical environment, and A3 denotes a private school with excellent
physical environment

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Table 2. Activities of an English class in C1 school (public school with an inappropriate
physical environment)
Activities of a sample session

Time: 8:00-9:15 AM

The English class began at 8:00 AM. The program was to ask questions about the previous
lesson. Before asking, the teacher checked the learners' assignments and put a minus markfor everyone who does not have an acceptable homework. While checking the homework, astudent was writing the proper answers of the questions of the book (page 7) on the board
and others were copying. Afterwards the teacher called some learners to get ready foranswering the previous lesson questions. The learners were asked to read the English text.
Their pronunciation was not accurate but there was no correction or attention by the teacher.
After asking questions, the teacher wrote "How many" and "How much" on the board andmade two questions by them. Then she answered the questions by "a little," "a few," "some,""much," "many," and " a lot of," respectively. Then she asked the students to read theconversation in their books using "how many" and "how much." She read aloud the sentencesin the dialogue and translated them sentence by sentence. She did the same for the readingand patterns sections of the textbook. The teacher used criticism and laughing for thoselearners who made some mistakes while reading. She used some penalties for those who did
not do their homework well that would range from writing that part twice to sending themto the dean's office for punishment. She threatened the weak students that she will read theirnames aloud in front of all of the other learners in the school as weak ones. The considerable
factor was the teacher's action toward penalties. She did not pay enough attention to themwhile checking and it caused the writing of the same errors several times by learners. Whileobserving learners' behaviors in the classroom, the observer could often see cheating,inattention and stress.
Table 3. Activities of an English class in a B1 school (A public school with a medium
physical environment)
Activities of a sample session

Time: 8:00-9:15 AM

The class began at 8:00 AM. The teacher started to teach grammar and asked the learners totake notes in their notebooks. She was teaching adverbs and adjectives. After writing thenotes on the board, she waited for some minute to let the learners write them. She walked
among learners to solve their probable problems. She taught structure deductively.
Afterwards, she asked learners to make some sample sentences with selected adjectives andadverbs. Then she referred to the sentences in the book and asked the learners to findadjectives and adverbs there. She translated the sentences after reading. Then she identified
the homework for next session. She asked them to prepare a wall-newspaper about this lessonin groups. The important learners' behaviors were memorization, and a little stress in theclassroom. The point that attracted the attention of the observer was the environment of theclassroom. All of the walls were covered by student made, colorful wall-newspapers about
different lessons.

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Table 4. Activities of an English class in an A3 school (a private school with an excellent
physical environment)
Activities of a sample session

Time: 8:00-9:15

The class began at 8:00 AM. The teacher checked the learners' assignments by the help ofgroup leaders. Then she asked two of learners who did not do their homework to stay at theclassroom after finishing the session to talk about the problem. After addressing thehomework problem, she asked the class to watch a short film about time travel and asked
them to talk about it. She warmed up the discussion by asking some questions such as, "Whatoccurred in the film?" and "Do you think it is possible to travel in time?"
The learners were involved in the teaching process. They could laugh and talk aloud without
any stress. The teacher used the Smart Board to show a PowerPoint about time travel to teachfuture tense. Afterwards she distributed information about some famous teams in the country
and asked the learners to predict the probable results of the plays using future tense. The
assignments were done in groups and the best predictor group was encouraged by rewards.
The learners were collaborating with each other in the class freely. They could walk in theclass and asked the other classmates’ assistance. The teacher walked among them to solve
probable problems. After finishing the activity, for the next session, the teacher asked thestudents to write a composition about what they expect to be in the future.
Four cities were considered in this study from different geographical parts of the province. Fiveschools were selected in the west and in the east among 80 schools in the district. The
differences between these ten schools in Mazandaran province in Iran were identified.
Although there were some differences between all of the classes, the similarities between
public schools and some semi-private ones were distinguishable in contrast with private ones.
Most private schools had a well-prepared building and campus and afforded appropriate
facilities for teaching. The teacher/learner activities in private schools included cooperative
learning and rewards and discipline that fit the circumstances. The lessons were based on
Communicative Language Teaching, engaging the students in lively discussions on interesting
topics. The teacher/learner activities in the public schools and semi-private schools involved
more memorization and isolated grammar lessons.
The teaching/learning activities in the ten schools can be thought of as a continuum with theA3, or private schools with excellent physical environments on one end and public schools
with inadequate physical environments on the other end of the continuum, with some schools
falling in between these two points. The private schools with excellent physical environments
were found to have the following characteristics:
•  
•  
•  
•  
•  
•  
•  
•  
	
  

Cooperative learning
Understanding
Less Cheating
Considerable attention
Reasonable teacher behaviours regarding learners' mistakes
Student involvement in the teaching/learning process
Cooperative teaching
Meaningful learning41	
  The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  •   Less stress•   Communicative Language Teaching (CLT) method
Most of the private schools tried to attract the best teachers and accepted more qualified
learners. Some of the private schools had entrance examinations. The most important point was
not the exam, but the tuition the families must pay for registering their qualified learners. In
fact, even learners with excellent grades who could not afford the tuition, could not register. In
other words, it is the learners' parents who afford their children with the best school facilities.
In such schools most of the parents are educated and wealthy. Some of them even donate someequipment such as expensive Smart Boards to their children's schools.
The public schools with inadequate physical environments were found to have thesecharacteristics:
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  

Translation
Memorization
Considerable Cheating
Inattention
Rough criticizing by the teachers
Boredom
Grammar teaching
Repetition
StressGrammar Translation Method (GTM) or Audio-lingual Method (ALM)

As shown in table 5, the teacher and learner activities in classrooms vary according todifferences in the physical environment and types of schools. The public schools more highly
relied on the translation method and memorization, whereas the private schools were eager toimplement Communicative Language Teaching (CLT). Semi-private schools are similar to
private ones but differ in the amount of tuition and types of facilities. The tuition is less thanprivate schools and higher than public ones. Although public schools only require a small fee
for insurance and some other expenses in the beginning of the year, there are some parents in
Iran that cannot even pay the expenses of a public school.

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Table 5. The main characteristics of each of ten target classes and the teacher/learner activities

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Conclusion
Quality education is the right of every child in the world based on UNESCO's disciplines andhuman rights (2000). Education can create a clear picture of one’s surroundings and kindles
the flame of curiosity and the ability to reason. Economically, the best jobs are provided forthe best educated persons and results in a better quality of life. In other words, social andcultural deficiency in a country arises from the lack or deficit of education. Education is suchan effective factor in improving society that it must be promoted through the expenditure oftime and money. In this study, observations of language class activities were related to thephysical and financial status of the schools. Based on the results of these observations, there isa considerable gap between language class activities in different schools based on their physicalstatus and the school types. This provided an answer to the research question: To what extent
do language teachers’ and learners’ behaviours and their educational status in classrooms varyregarding the physical environment of the schools and the regions in which they are located?
Limitations of the Study
More schools and classes from all over the country or even the world would allow for more
helpful and generalizable results, but it was not possible for the researcher to include more
schools or classes. Some potential school observations had to be dropped because school
cooperation was difficult to attain. A suggestion for the future is another longitudinal study ofteacher and learner behaviour in different classrooms encompassing a larger population using
comparative research methods to achieve more generalizable results.
This study attempted to identify the relationship between the physical environment and typesof schools with language learning/teaching activities in the classroom. Further research can bedone to investigate this relationship in other subjects in schools universities. The findings ofsuch research can inform the amount of discrimination in education at all levels of educationand its effect on the learning/teaching process. This study is one beginning step toward further
research on the solutions and strategies for understanding the problem of discrimination in
education.

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016

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