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Two Faces of Alienation: a Study of the Iranian Students' Activism and Passivity in American Universities

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Two Faces of Alienation: a Study of the Iranian Students' Activism and Passivity in American Universities Western Michigan University ScholarWorks at WMU Dissertations Graduate College 4-1984 Two Faces of Alienation: A Study of the Iranian Students' Activism and Passivity in American Universities Alireza Mohseni-Tabrizi Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Sociology Commons Recommended Citation Mohseni-Tabrizi, Alireza, "Two Faces of Alienation: A Study of the Iranian Students' Activism and Passivity in American Universities" (1984). Dissertations. 2357. https://scholarworks.wmich.edu/dissertations/2357 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. TWO FACES OF ALIENATION: A STUDY OF THE IRANIAN STUDENTS' ACTIVISM AND PASSIVITY IN AMERICAN UNIVERSITIES by Alireza Mohseni-Tabrizi A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Sociology Western Michigan University Kalamazoo, Michigan April 1984 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TWO FACES OF ALIENATION: A STUDY OF THE IRANIAN STUDENTS' ACTIVISM AND PASSIVITY IN AMERICAN UNIVERSITIES Alireza Mohseni-Tabrizi, Ph.D. Western Michigan University, 1984 The relationship between Iranian students' alienation from the Iranian politics and society and their social and political activism is examined at the University of Michigan, Michigan State University, and Western Michigan University. The major goals of the study are to determine if there is a significant difference in the alienation levels of students who are politically and socially active and those who are not prone to participate in social and political activities, and to compare and contrast activists and non-activists by testing several propositions about characteristics of alienated students. The analysis of the data shows strong support for all six hypotheses on which this study is based. The findings reveal a significant relationship between alienation and activism. Although activism and alienation appear to be significantly related, the student activists tend to differ markedly from non-activists in certain respects. Activists hold higher Socio Economic Status (SES), have higher degree of media connectedness, have higher organization membership, possess a coherent political ideology of radical reform, and seek more vocational and non-academic fields of study as their basic value committments than do the non-activists. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality o f the material submitted. The following explanation o f techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because o f movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image o f the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method o f “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer o f a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University; Microfilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 8414964 Mohseni-Tabrizi, Alireza TWO FACES OF ALIENATION: A STUDY OF THE IRANIAN STUDENTS’ ACTIVISM AND PASSIVITY IN AMERICAN UNIVERSITIES Western Michigan University Ph.D. 1984 University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or pages ______ 2. Colored illustrations, paper or print ______ 3. Photographs with dark background ______ 4. Illustrations are poor copy ______ 5. Pages with black marks, not original copy ______ 6. Print shows through as there is text on both sides of page ______ 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements ______ 9. Tightly bound copy with print lost in spine ______ 10. Computer printout pages with indistinct print ______ 11. Page(s) ____________ lacking when material received, and not available from school or author. 12. Page(s) ____________ seem to b e missing in numbering only as text follows. 13. Two pages numbered ___________ . Text follows. 14. Curling and wrinkled pages ______ 15. Other______________________________________________________________________ University Microfilms International Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS It is my pleasant duty to express my gratitude and appreciation to all those who assisted me in the preparation of this dissertation. I am very grateful to my advisor and doctoral committee chairman, Professor James C. Petersen, who generously gave time and effort to read every chapter as I completed it. He took the great trouble of reading the manuscript with meticulous care, correcting many mistakes and making many improvements for which I am most grateful. Once more I am greatly indebted to my committee members, Professor David M. Lewis and Professor Edsel L. Erickson for reading the manuscript with their usual thoroughness and for their scholarly advice and invaluable suggestions. Their sympathetic criticism and many useful suggestions were of significant help to me in writing the final draft of this manuscript. I am indebted also to every individual Iranian student who cooperated in filling out the questionnaire and returning it to me for compilation. My thanks are also due tomy father whose continual support throughout the completion of this manuscript served as a constant inspiration and to my mother for her prayerful support on my behalf. Finally, I wish to express my deepest gratitude to my ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. wife, Ladan and to my son, Nima, for their understanding and tolerance of my idiosyncrasies during a period when I was working under great pressure to write this manuscript. Alireza Jlohseni-Tabrizi iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ..................................... ii LIST OF T A B L E S ........................................ vi Chapter I. STATEMENT OF THE PROBLEM.................... 1 Introduction............................ 1 Social Significance of the Problem. 5 II. THEORETICAL BACKGROUND AND CONCEPTUAL CONCERNS ....................... 10 Historical Review ..................... 10 Alienation from the standpoint of Historical, Philsophical, Religious, and Mythological Expressions......... 12 Use of the Concept in Art, Fiction, and Literature................... 23 Systematic Classfication, Categoriza­ tion, and Formulation of the Theories of A l i e n a t i o n ........ ' ............... 25 Sociological and Social System Perspective ...................... 27 Psychological and Social Psychological Perspective ...................... 48 Alienation: Concept, Meaning and Definition - A Conceptual Analysis. 59 Student Alienation.................... 81 Student Alienation and Its Behavioral Outcome - Conceptualization of Passive and Active Face of Alienation .... 86 III.
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