Introduction: There have long been different attitudes and beliefs towards the social activities and participation of women and men in Iran. Among them, we can mention the differences in attitudes towards employment and education. Women constitute half of the population of countries, have a high participation in obtaining scientific and educational degrees, but have a weaker presence in important jobs and political and economic opportunities. These factors have caused societies and especially organizations to be deprived of the talents and activities of half of their valuable resources. By eliminating these gaps and inequalities in organizations, not only can a new spirit be breathed into the monotonous structure of management and leadership in organizations, but also concerns and possible conflicts between male and female employees can be minimized. This research examines the gender gap in the education system and labor market in Iran with the aim of examining the size and reasons for these inequalities and their effects on society.

Methodology: The present research is based on an interpretive paradigm. Based on the fundamental purpose and in terms of data type, it is considered qualitative (pattern analysis). Semi-structured and in-depth interviews were used to collect data. Researchers conducted 125 interviews with students and staff of Ferdowsi University of Mashhad along with their families. They used dual situations (real-life scenarios) to collect and interpret their different discourses and attitudes towards gender roles of women and men. The sampling method was available and the sample size was determined based on the theoretical saturation of the categories. In order to analyze the data, the pattern analysis method was used.

Findings: The findings indicate that legal, cultural, and procedural discrimination, along with gender stereotypes, have led to inequality in women's employment and promotion. For example, prioritizing maternal and domestic roles over women's professional careers, high expectations for girls to care for their parents, family financial support for sons, and the perception of women's income as a supplemental income have limited women's access to academic positions, political arenas, and economic resources.

Conclusion/ Implications: The study showed that people's beliefs and attitudes, especially in areas such as elections and important decision-making, have a greater impact than the law. Therefore, institutions can help change and adjust gender beliefs and stereotypes and reduce discrimination in society through culture building. Educational reforms should be carried out along with broader social changes in order to increase women's participation and agency in all sectors. Therefore, policy recommendations could include enforcing anti-discrimination laws, promoting gender-sensitive practices in the workplace, supporting women's career advancement, and encouraging shared family responsibilities between men and women.