A Study on the Effects of Hidden Curriculum Components on Social Dimension of Islamic-Iranian Identity of Secondary School Girl Students of Tehran City

This study aims to determine the effects of hidden curriculum components on social dimension of Islamic-Iranian identity of secondary school girl students of Tehran. The research methodology is a combination of documents analysis, ethnography, and qualitative content analysis. Accordingly, five schools and 30 students were selected purposively (through chain sampling). Data was collected through instruments like Interviews (semi-structured), participatory observations, and note-taking from documents. The data was analyzed through open coding, axial coding, and selective coding. The findings showed that the hidden curriculum components have both positive and negative effects on social dimension of Islamic-Iranian identity of secondary school girl students in three cognitive, emotional, and behavioral levels. Such results have been explicated in tables.