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This paper is an attempt to suggest an alternative theoretical apparatus for sociological analysis of modernity in Iran. The sociological analysis of modernity in Iran often has based on presuppositions of classical sociology and Modernization theory. The evolutional approach of these theories prevents the achievement of adequate explanations for modernity in Iran. Multiple Modernities approach has presented an analytical framework for crossing the limits of Modernization theory in the analysis of modernity, but also this approach suffers from some ambiguities and shortcomings: scrutiny of S. N. Eisenstadt’s theory of Multiple Modernities shows his ignorance of the impact of imperialism, colonialism and otherness processes in the extension of modernity from European countries to other parts of the world. The role of creative agency in the development of modernity in non-western societies is also underestimated in his work. Another problem in his theory is related to the level and the units of analysis. Regarding above issues, this paper tries to move forward from the theory of Multiple Modernities and suggests a multi-level theoretical apparatus for the analysis of modernity in Iran. This theoretical apparatus analyzes modernity in five levels contains world system, colonial confrontation, societal modernity, modern social movements and modern agency.​

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The purpose of this study is to reflection the social agency of female students in the course of socio-cultural transformation in the society, was designed in the interpretiveism paradigm and qualitative approach using phenomenological method. The data collection tool was a deep, unstructured interview. Participants included 60 faculty members, Social activists, and female students from four provinces of Gilan, Qom, Kurdistan and Sistan and Baluchestan selected by targeted strategies and sample with maximum diversity. Data were analyzed based on a seven-step Colaizzi's strategy and the obtained classes. The findings show that although some contributors "the damage caused by women's academic education" in areas such as " Lack of work for men "," delayed marriage "," full-time female out-of-home employment "," increased moral scrutiny "and even" serious divorce ", but they still believe that changes in the field of women and social change It depends on the increase of women's social empowerment, the point Haye is turning to the consequences of increasing access to higher education in the country, "the transformation of beliefs," "the new style of life for women," "the erosion of gender stereotypes," "understanding the new identity for girls," and "increasing the sense of empowerment" of these transformations.