Abstract
The aim of this paper is to explain the changes that have occurred in the hidden curriculum and running through post-revolutionary schools in Iran, especially the changes in social relations between teachers and students. Sex-segregation, in the sense on inferior facilities and opportunities for one gender, could take different forms in school life. These differences in social relationships and contexts in schools were investigated in a small town in northwestern Iran in 1995-1996. In this research, I looked at a wide range of student-teacher interactions in male and female classrooms and schools as well as their respective facilities. Findings illustrated the sharp increase of sensitivity about the propriety of student relation with members of the opposite sex since 1979 under the influence of Islamic ideology.
