IntroductionEmployee marginalization is a multifaceted organizational phenomenon whereby individuals or groups are progressively excluded from influential communication networks, decision-making processes, access to organizational resources, and opportunities for meaningful participation. Although initially perceived as an interpersonal issue, its persistence can have profound effects on employees’ professional identity, psychological well-being, organizational commitment, knowledge-sharing behaviors, and willingness to engage in organizational affairs. At the macro level, these outcomes can impede organizational learning, stifle innovation, compromise decision-making quality, and diminish the effective utilization of human capital. This issue is especially pertinent in public sector organizations, where formal bureaucratic hierarchies often intersect with centralized authority, informal power networks, favoritism, unequal resource distribution, and organizational cultures that suppress criticism and employee’s voice. In such contexts, phenomena like ostracism, silence, powerlessness, mistreatment, and cronyism are not necessarily discrete problems; rather, they may represent interconnected expressions of a broader process, through which certain employees are gradually pushed from positions of centrality and influence toward the organizational periphery. Although a growing body of qualitative research in Iran has examined various dimensions of these dynamics, the findings remain disparate and a coherent understanding of how employee marginalization emerges, evolves, and becomes institutionally reproduced has yet to be established. To address this gap, the present study aimed to synthesize existing qualitative evidence and develop a process-based model of employee marginalization within Iranian public organizations.Materials & MethodsThis applied qualitative study employed an interpretive meta-synthesis approach to systematically integrate and reinterpret findings from previous qualitative research. Relevant studies were identified through comprehensive searches of Iranian scientific databases, including SID, Magiran, and Noormags, as well as international sources, such as Scopus and Google Scholar. The search strategy incorporated Persian and English keywords related to employee marginalization, organizational ostracism, organizational silence, cronyism, job powerlessness, workplace mistreatment, discrimination, public organizations, the public sector, and Iran.Studies were considered eligible if they addressed phenomena directly associated with employee marginalization within Iranian governmental or public-sector organizational contexts and presented qualitative, interpretable findings. Following screening and methodological quality assessment, 18 relevant articles were initially identified. Of these, 16 studies containing qualitative findings suitable for synthesis constituted the primary meta-synthesis corpus. The remaining two studies, while structurally pertinent, did not include an independent systematic qualitative phase; they were therefore retained solely as supplementary evidence and were not incorporated into the coding process. The methodological rigor of the 16 core qualitative studies was evaluated by using the qualitative checklist of 10-item Critical Appraisal Skills Programme (CASP).Data synthesis proceeded through 3 analytical levels: (1) extraction and initial coding of relevant findings; (2) organization and integration of conceptually similar codes through constant comparison; and (3) higher-order abstraction leading to the development of overarching categories and the final process model. The terms open, axial, and selective coding were employed descriptively to denote these successive stages of conceptual abstraction, rather than to imply the application of grounded theory methodology. To enhance trustworthiness, the synthesis was strengthened through repeated comparison with the primary studies, systematic evidence traceability, examination of discrepant findings, and expert review.Discussion of Results & ConclusionThe synthesis revealed that employee marginalization in Iranian public organizations could not be adequately understood as an isolated interpersonal conflict or a purely individual experience. Rather, it emerged from the dynamic interplay of structural conditions, managerial practices, informal power networks, organizational cultures, and employees' responses. The findings were integrated into a 5-stage process model comprising: (1) context of formation, (2) triggering factors, (3) exclusionary actions, (4) employee responses, and (5) individual and organizational consequences. These stages represented analytically distinguishable components of a potentially recursive process, rather than a fixed or universally linear sequence.The first stage pertained to the organizational context, within which marginalization became possible. Centralized and bureaucratic structures, authoritarian managerial styles, weak merit-based human resource systems, unequal distribution of opportunities and resources, cronyism, entrenched distrust, and suppression of critical voice collectively created conditions conducive to exclusion. At a higher interpretive level, this configuration was conceptualized as the Castle Organization. This metaphor captured an organizational arrangement, in which structural boundaries, dominant managers and informal networks, and inequitable access to resources and participation served to distinguish organizational insiders from those situated outside circles of influence.The second stage concerned factors that might activate marginalization within this context. Attributes like professional competence, independence, critical orientation, demographic or positional differences, newcomer status, and distance from dominant informal networks did not inherently produce exclusion. However, when interpreted by powerful actors through the lenses of social comparison, intra-group competition, or perceived threats to status and authority, such differences might become catalysts for marginalizing practices.The third stage encompassed exclusionary actions that ranged from subtle to overtly explicit forms. Initial manifestations included being ignored in meetings, exclusion from communication channels, withholding of information, disregard for professional opinions, and imposition of organizational silence. More pronounced practices involved humiliation, verbal mistreatment, bullying, professional devaluation, removal of responsibilities and authority, discriminatory promotion practices, and reassignment to marginal or irrelevant positions. Collectively, these practices constrained employees' voice, visibility, professional autonomy, and capacity to influence organizational affairs.The fourth stage concerned employee responses. The synthesis revealed that marginalized employees had to be viewed not solely as passive victims. Their responses might include silence and psychological withdrawal, temporary conformity, reduced participation, active resistance, or efforts to preserve professional identity. However, the repertoire of available responses was shaped by unequal organizational conditions, job security, access to supportive networks, alternative employment opportunities, and the perceived costs of resistance. Marginalization might thus become self-reinforcing when the reduced participation engendered by exclusion was subsequently interpreted as evidence of an employee's lack of commitment or competence.At the fifth stage, individual trajectories diverged while organizational consequences accumulated. Some employees might physically leave the organization—particularly when they possessed alternative opportunities and sought to safeguard their professional identity. Others remained formally employed but engaged in psychological withdrawal, silence, knowledge withholding, diminished effort, or superficial conformity. At the organizational level, the cumulative consequences included weakened trust and commitment, reduced productivity and innovation, deterioration of decision-making quality, loss of constructive employee voice, erosion of organizational knowledge, and the departure or disengagement of skilled human resources.The central contribution of the proposed model lay in its identification of an organizational self-destruction paradox: practices ostensibly designed to protect existing power arrangements and preserve short-term managerial stability might, over time, eliminate or neutralize the very employees, knowledge, critical feedback, and professional competencies essential for organizational learning and long-term effectiveness. Cronyism, exclusion, and silence thus tended to reinforce one another, perpetuating the conditions from which marginalization initially arose.Overall, this study shifted the understanding of employee marginalization from that of an isolated individual experience toward a dynamic organizational process shaped by the interaction of structure, power, informal networks, managerial practices, and constrained employee agency. Addressing this process accordingly requires more than interventions focused on individual resilience. Strengthening merit-based human resource practices, enhancing transparency in access to organizational opportunities, protecting constructive employee voice, reducing arbitrary managerial discretion, and establishing credible accountability mechanisms are essential for disrupting the cycle of marginalization. As the proposed model was an interpretive synthesis of patterns identified across the reviewed studies, future research should empirically examine and refine its constituent relationships across diverse public-sector settings and employee groups.Acknowledgments The authors thank everyone who contributed to this article.Conflicts of Interest There is no conflict of interest.FundingThe authors received no financial support for the research, authorship, and/or publication of this article.Statement on the Use of AI In preparing this article, ChatGPT, an artificial intelligence tool developed by OpenAI (GPT-6), was used to improve the writing quality, revise certain sections of the manuscript, and ensure consistency in scientific terminology. The authors reviewed the AI-generated content and take full responsibility for the final content of the article.
Introduction Neighborhood halls as vital urban public spaces serve as key platforms for fostering social, cultural, and educational engagement among citizens. Designed to enhance the quality of urban life, these halls promote social interaction and strengthen citizens’ sense of participation. When their programs are effectively developed and implemented, they can significantly reinforce the connection between individuals and their living environment. A fundamental concept influenced by the activities of neighborhood halls is place attachment—an emotional, cognitive, and behavioral bond between individuals and their surroundings. This attachment plays a direct role in shaping personal and social identity, fostering social cohesion, and increasing civic responsibility. Strengthening this sense of belonging not only improves urban quality of life, but also contributes to social sustainability and greater citizen investment in their neighborhoods and the broader urban community. Despite the recognized importance of neighborhood halls in promoting social development and enhancing urban communication, the extent to which their programs effectively cultivate place attachment remains insufficiently understood. This question is particularly pertinent in a metropolis like Tehran, where rapid urbanization, demographic shifts, and growing cultural diversity pose significant challenges to social cohesion and neighborhood identity. Within this context, Districts 2 and 5 of Tehran—each characterized by distinct demographic, cultural, and structural features—offer valuable settings for examining this relationship. Accordingly, this study sought to address the following fundamental question: What are the key factors influencing place attachment? Materials & Methods To examine the relationships among the independent variable (neighborhood hall activities), the dependent variable (sense of place attachment), and the mediating factors—namely, diversity of activities, citizen participation, social capital, and urban policies and planning—an analytical model was developed. This model drew on classical theories of social capital, particularly the frameworks proposed by Altman and Low, as well as the theoretical contributions of Dewantara. The conceptualization of place attachment was informed by the work of Lewicka, McKinnon, Allen, and Briggs. Furthermore, the role of social participation in fostering place attachment was explored based on the insights of Clark et al., while the influence of urban policies and planning was examined through the lens of Lewicka’s theoretical perspectives. This study employed a survey research design, utilizing a researcher-developed questionnaire to collect empirical data. Given the active presence of neighborhood halls in Districts 2 and 5 of Tehran, the statistical population was defined as residents living in these areas. Discussion of Results & Conclusion Expanding the scope of activities offered by neighborhood halls can significantly enhance residents' sense of place attachment, strengthen social capital, and increase civic participation. The findings from the structural model corroborate this perspective, indicating that neighborhood hall performance exerts its strongest influence on the diversity of activities and social participation, which in turn positively affect place attachment. This dynamic lays the groundwork for the development of sustainable social networks, mutual trust, and active resident involvement in local affairs. These results are consistent with prior research and suggest that neighborhood halls serve not only as a resource for crisis management, but also as a vital mechanism for promoting social capital and reinforcing local ties. As communal spaces, these halls have proven effective in addressing a broad range of resident needs—spanning social interaction, cultural engagement, and participation in neighborhood governance. By creating structured opportunities for interpersonal contact, they have directly contributed to a deepened sense of belonging. A stronger sense of place attachment emerges when residents perceive their neighborhood not merely as a residential area, but as a setting conducive to social, cultural, and personal development. This is particularly critical in urban contexts, where complex and fast-paced lifestyles often constrain social connectivity. In such environments, neighborhood halls function as essential public arenas that mitigate social isolation and nurture interpersonal relationships. Through activities, such as educational workshops, cultural festivals, sports events, and community meetings, these halls facilitate meaningful engagement and foster a greater sense of collective responsibility and belonging among residents. Keywords: Neighborhood Halls, Social Interactions, Place Attachment, Structural Equation Modeling, Tehran. Acknowledgments The authors thank everyone who contributed to this article. Conflicts of Interest There is no conflict of interest. Funding The authors received no financial support for the research, authorship, and/or publication of this article. Statement on the Use of AI No artificial intelligence tools were used in the writing, editing, or preparation of this manuscript
Introduction The Korean Wave, or Hallyu, refers to the global proliferation of South Korean cultural products, which commenced in the late 1990s and gained considerable momentum throughout the 2000s propelled by the international success of television dramas, such as Winter Sonata and Jewel in the Palace. Over time, Hallyu has evolved into a major cultural phenomenon, transcending geographical boundaries and shaping cultural consumption patterns among youth across Asia, Africa, and the Middle East. Iran has not remained untouched by this trend. The broadcast of Korean television dramas on national television introduced many Iranian adolescents and young adults to Korean popular culture, thereby contributing to its rising popularity within the country. Among the various dimensions of Hallyu, K-pop—a hybrid musical genre blending pop, hip-hop, rock, and dance—has emerged as particularly influential. As K-pop gained traction in Iran, it gave rise to a distinct fan subculture. Given that a substantial portion of fan activities—including music streaming, online content creation, and hashtag promotion—occurs on social media platforms, the present study sought to examine how participation in K-pop fandom had shaped the identity formation of young Iranian fans. Materials & Methods This study adopted a qualitative approach, employing digital ethnography as its primary research method. Data were collected through online participant observation and unstructured interviews. Fieldwork was conducted from March to September 2025, involving systematic observation of Telegram channels, Instagram pages, blogs, and websites dedicated to K‑pop fandom. Field notes extended beyond the textual content of online posts and messages to document fans’ daily interactions, content‑sharing patterns, likes and comments, stories, profile images, decoration of personal spaces (e.g., rooms), clothing and accessories, arrangement of fandom‑related objects, dance practices, food‑related experiences, and various other aspects of everyday life. In addition to these observations, 12 unstructured interviews were carried out with male and female K‑pop fans. The data were analyzed using thematic analysis in MAXQDA 2024. To ensure credibility of the findings, methodological triangulation was achieved by cross‑validating field observations with interview data. Credibility was further strengthened through member checking, during which interview transcripts and observational summaries were shared with participants to obtain their feedback and confirm the accuracy of the interpretations. Moreover, the researcher’s prolonged engagement in the field, alongside a transparent account of field entry and the data collection process, contributed to the overall trustworthiness of the study. Ethical principles were rigorously observed throughout the research process. Prior to data collection, the researcher introduced herself, explained the purpose of the study, and provided clear information about the interview process and how the data would be used—including transcription, coding, and analysis. Participants were assured that their identities would remain confidential and that pseudonyms would be employed in all research reports and publications. Discussion of Results & Conclusion The findings revealed that K‑pop fandom identity among young Iranians constituted a dynamic and multi‑stage process, encompassing 4 distinct phases: pre‑fandom stage, the turning point of encountering K‑pop, fandom transition stage, and emergence of a balanced fandom identity. During the pre‑fandom stage, participants had no prior engagement with K‑pop. During the phase of becoming acquainted with K-pop, several salient themes also emerged, including the redefinition of masculinity, the desire for distinction, cleanliness as a valued practice, and the influence of messages promoting self-respect, future orientation, and self-confidence. In the fandom transition stage, participants actively negotiated between local cultural norms and emerging global influences by incorporating elements, such as music, fashion, language, and food into their daily lives. They also demonstrated creative agency through activities, including learning the Korean language, translating and redistributing fan‑produced content, and engaging actively in online fan communities. Finally, the balanced fandom identity reflected the development of a multilayered, selective, and reflexive identity, wherein participants maintained their attachment to K‑pop while simultaneously preserving and renegotiating their cultural values within the Iranian context. Overall, the findings suggested that K‑pop fandom extended beyond mere cultural consumption and functioned as a significant site for negotiating, reconstructing, and reflexively shaping identity within the broader context of cultural globalization. Acknowledgments The authors thank everyone who contributed to this article. Conflicts of Interest There is no conflict of interest. Funding The authors received no financial support for the research, authorship, and/or publication of this article. Statement on the Use of AI Artificial intelligence (AI), specifically ChatGPT (version GPT-6), was used to improve the writing and editing of the literature review and findings sections of this article. The authors reviewed and edited the AI-generated content and take full responsibility for the final content of the article.
IntroductionSocial issues impose significant economic and cultural burdens on society, undermine the foundational structure of the family, and weaken social vitality. Among the key institutions directly engaged with the system of social issues in the city of Ahvaz—and serving as a critical link between security agencies and social institutions—is the leadership elite of the Ahvaz Prisons Organization. This group is particularly noteworthy as its members have directly confronted a wide range of social problems and have closely observed the dynamics through which these issues emerge and evolve. In light of this, the present study aimed to analyze the process of social issue formation in Ahvaz from the elites’ perspective of the Prisons Organization. Materials & MethodsGiven that the aim of this study was to analyze the process of social problem formation in Ahvaz and its associated consequences from the perspective of the prison organization elites, a qualitative research design was employed, utilizing Strauss and Corbin's grounded theory approach. This method is interpretive in its paradigmatic orientation and qualitative in nature. It is process-oriented and follows an inductive logic, enabling the researcher to examine the phenomenon under investigation within its specific context and situational setting. The study participants selected through purposive sampling consisted of elites from Ahvaz Prisons Organization. In-depth interviews were conducted with 12 participants with the sample size determined by the principle of theoretical saturation. Data collection and analysis proceeded concurrently and the coding process was carried out in 3 stages: open, axial, and selective coding. Discussion of Results & ConclusionThe research findings yielded 15 subcategories, 5 main categories, and a core category entitled "Social problem as a convergence of multifaceted anomalies". This core category suggested that the formation of a social problem involved a concurrent accumulation of diverse anomalies. In other words, a social problem emerged from the interplay of multiple factors, each contributing in its own way to the emergence and development of the phenomenon within the paradigm model. Based on the research findings and the paradigm model, it could be concluded that the most significant phenomenon underpinning social problems in Ahvaz was the scarcity of livelihood resources. The process indicated that social background—particularly family and residential context—constituted one of the most critical foundations for the emergence of social problems in this city. In this regard, families with weak economic bases, particularly in terms of employment and housing, were highly susceptible to pushing individuals toward abnormal behaviors. Moreover, Ahvaz was characterized by a large proportion of slum areas, which served as a visible symbol of class disparities. This spatial and socioeconomic marginalization further intensified the conditions under which social problems were generated and perpetuated. One notable demographic feature of Ahvaz, beyond the sheer volume of slum areas, was their spatial distribution across various parts of the city. In effect, class-based disparities were observable among neighborhoods throughout the urban landscape. In this context, there was no evidence of balanced development or equitable distribution of facilities across all urban districts. This unevenness has been further exacerbated in recent years by mounting social and economic pressures—particularly rising prices and inflation—which have contributed to the expansion of slum settlements. Although it might have been expected that these marginal areas would gradually integrate into the urban fabric and city center over time, the lack of balanced development in Ahvaz has prevented such assimilation. Instead, this persistent inequality has intensified feelings of relative deprivation. Within this framework, relative deprivation not only facilitates the emergence of social problems, but also functions as a driving mechanism that amplifies existing social harms and accelerates their proliferation. Thus, the trajectory of social problem formation can be outlined as follows: it originates within the social and familial context, is reinforced by mounting economic and social pressures, and ultimately crystallizes into recognizable social problems. Keywords: Process, Prison Elites, Grounded Theory, Social Issues, Ahvaz. Acknowledgments The authors thank everyone who contributed to this article. Conflicts of Interest There is no conflict of interest. FundingThe present research is derived from the doctoral dissertation of Mohammad Hossein Moghaddam, conducted under the auspices of the Applied Research Office of the Khuzestan Provincial Police Command. Statement on the Use of AINo artificial intelligence tools were used in the writing, editing, or preparation of this manuscript.
IntroductionEducational justice extends beyond the formulation of policies and adherence to theoretical principles; it is fundamentally constructed through students' everyday interactions with teachers, particularly within the context of classroom assessment. Although previous research has consistently underscored the importance of justice in assessment, the existing literature has predominantly focused on conceptualizing justice, examining teachers' perspectives, or quantitatively measuring perceptions of justice. Consequently, students' lived experiences of injustice in the classroom assessment process have received comparatively little scholarly attention. A comprehensive understanding of this phenomenon requires giving voice to students' own accounts and reconstructing the meanings they attribute to their experiences in authentic assessment contexts. Against this background, the present study employed a phenomenological approach to explore students' lived experiences of perceived injustice in the classroom assessment process. Specifically, it sought to address the following research question: Which assessment-related behaviors, procedures, and decisions do students perceive as manifestations of injustice and how do they construct meaning from these experiences?Materials & MethodsThe present study employed a qualitative research design by using a descriptive phenomenological approach to explore students' lived experiences of perceived injustice in the classroom assessment process. The sample size was determined based on the principle of theoretical saturation, resulting in interviews with 23 students. Data were collected through in-depth, individual, semi-structured interviews and analyzed by using Colaizzi's 7-step method. To ensure the trustworthiness of the findings, two primary validation strategies—member checking and peer debriefing—were employed. Specifically, the extracted findings were returned to the participants to verify their consistency with the students' lived experiences, while the coding process was independently reviewed by an expert in qualitative research. Furthermore, the credibility of the findings was strengthened through the involvement of an external academic supervisor throughout the research process, prolonged engagement during data collection, and maintenance of phenomenological reflexive notes to monitor the researcher's assumptions and minimize potential biases.Discussion of Results & ConclusionAnalysis of the participants' lived experiences revealed that perceived injustice was constructed within 4 overarching domains: teachers' behaviors, assessment criteria and grading practices, assessment procedures, and the conditions under which classroom assessment was implemented. These experiences were manifested through harmful interpersonal interactions, feelings of exclusion, influence of students' family characteristics and teachers' preconceived assumptions on educational judgments, ambiguity in assessment criteria, subjective grading practices, misalignment between instruction and assessment, unequal opportunities to respond, and inequitable access to educational information and learning resources. Taken together, these narratives indicated that perceived injustice was neither a unidimensional phenomenon nor merely an outcome of assessment decisions. Rather, it was a multifaceted experience that emerged through the dynamic interplay among teachers' behaviors, assessment criteria and grading practices, assessment procedures, and the contextual conditions under which classroom assessment was conducted.The students' lived experiences further revealed that injustice in classroom assessment arose when educational judgments diverged from students' perceived competence. Under such circumstances, classroom assessment extended beyond its conventional role as a tool for measuring learning and became an experience that could undermine students' trust in the justice of the assessment system. These findings suggested that perceived injustice in classroom assessment is not merely the result of isolated incidents, but rather emerges from the complex interplay among assessment practices, classroom relationships, and organizational context of education. This study had several limitations. First, the data were derived exclusively from the experiences of secondary school students; therefore, the perspectives of teachers, parents, and school administrators were not included. Second, given the qualitative nature of the study, the findings were not intended to be statistically generalizable. Future research is therefore encouraged to adopt mixed-methods designs or grounded theory approaches to investigate the underlying causes and mechanisms, through which injustice in classroom assessment develops from the perspectives of multiple educational stakeholders. In addition, strengthening teachers' assessment literacy, establishing transparent assessment criteria, and providing professional development on recognizing and managing cognitive biases may contribute to reducing students' perceptions of injustice and enhancing their trust in the classroom assessment process. Keywords: Lived Experiences, Classroom Assessment, Phenomenological, Perceived Injustice.Acknowledgments The authors thank everyone who contributed to this article.Conflicts of Interest There is no conflict of interest.FundingThe authors received no financial support for the research, authorship, and/or publication of this article.Statement on the Use of AIChatGPT 5.6 was used to improve the writing and revise the English abstract of this manuscript. The authors reviewed and edited the AI-generated content and take full responsibility for the final content of the article.
