پروین علمدار

  The idea  of creating equal learning opportunitie  for all individuals, regardless of their socioeconomic background, is not compatible with participation in shadow education since it can cause inequalities among students.  ased  o  ocial reproduction theory, this mixed-methods study investigated  whether shadow education leads to any inequality perpetuated as a result of socioeconomic differences in male and female secondary schools i  two cities in Iran, Tehran and Khorramabad. Moreover, the impact of families’ socioeconomic status on the amount of resort to English supplementary activitie  was explored.  Furthermore, the study examined  the probable differences between the way  econdary school teachers teach i  two  mini-contexts of Iran deemed to be at different socioeconomic  levels. To suit the purpose, ۷۳۰۰  econdary school senior  (۳۶۵۲ females and ۳۶۴۸ males)  were selected to be examined on students’ rationales for taking part in private tuition. Participants were chosen from ۱۲۰  econdary schools (۶۰  chools from Tehran and ۶۰  from Khorramabad),  which were i  different districts and,  therefore,  at different socioeconomic levels.  A total of ۳۸۵۰  tudents were  from secondary schools i  Tehran and ۳۴۵۰ students were  from Khorramabad.  However, the participants i  the qualitative part were  ۲۰۰  econdary school seniors (۱۰۰  from Khorramabad and ۱۰۰  from Tehran) and their parents. Furthermore, ۳۰ secondary school teachers,  whose ages ranged from ۳۸-۵۴, were  randomly selected so as to be observed while they were  teaching and then interviewed through stimulated recall. Data for the present study were collected during a regular educational year (۲۰۲۲-۲۰۲۳) by  distributing a questionnaire and holding semi-structured interviews with students and their parent  on their purpose of subscribing to extracurricular English  courses. Interviews were transcribed and analyzed according to the purpose of the study.  Moreover, the questionnaire’s data was analyzed by applying  hierarchical linear regression. The finding  of the study highlighted  that students with an advantaged background had more participation in shadow education. In addition, female students in the advantaged areas of the cities were more likely to benefit from English supplementary align="justify" >