Al Bahri, M. A. S. (2019). Omani teachers’ professional identity and continuous professional development (CPD) opportunities. Unpublished doctoral dissertation, University of Exeter.
Asanti, C. (2016). Gender identity formation of Indonesian woman EFL teachers: Because womb-man does exist. Calls, 2(2), 35-52.
Badjanova, J., Pipere, A., & Ilisko, D. (2017). Gender identity of students and teachers: Implications for a sustainable future. Journal of Teacher Education for Sustainability, 19(2), 138-153.https://doi.org/10.1515/jtes-2017-0019
Bayar, Ö., Haskan Avci, Ö., & Koc, M. (2017). What’s expected of men in Turkish culture: Perceptions of male university students. International Journal Advances in Social Science and Humanities, 5(9), 1-8.
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2013). Second language identity in narratives of study abroad. Basingstoke, New York: Palgrave Macmillan.
Block, D. (2017). Journey to the center of language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 57-66). London: Routledge.
Eslamdoost, S., King, K. A., & Tajeddin, Z. (2019). Professional identity conflict and (re)construction among English teachers in Iran.
Journal of Language, Identity & Education, 18(1), 1-15.
https://doi.org/10.1080/15348458.2019. 1676157
Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158.https://doi.org/10.1080/02607476. 2020.1724659
Gholamshahi, A., Alemi, M., &Tajeddin, Z. (2021). Developing and validating an EFL teacher imposed identity inventory: A mixed-methods study. Journal of Modern Research in English Language Studies, 8(2), 91-116. https://doi.org/10.30479/jmrels.2020.12739.1578
Karimi, M. N., & Mofidi, M. (2019). L2 teacher identity development: An activity theoretic perspective. System, 81(1), 122-134. https://doi.org/10.1016/j.system.2019.02.006
Kayi-Aydar, H. (2017). A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education, 16(1), 1-15. https://doi.org/10.1080/15348431.2017.1406360
Kayi-Aydar, H. (2018). If Carmen can analyze Shakespeare, everybody can: Positions, conflicts, and negotiations in the narratives of Latina preservice teachers. Journal of Language, Identity & Education, 17(2), 118-130. https://doi.org/10.1080/15348458.2017.1415759
Kayi-Aydar, H. (2019). Positioning theory in applied linguistics: Research design and applications. Berlin: Springer Nature.
Kheng, C. C. S., & Baldauf, R.B. (2011). Microlanguage planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 936-951). London: Routledge.
Lawrence, L., & Nagashima, Y. (2019). The intersectionality of gender, sexuality, race, and native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education, 19(1), 42-55. https://doi.org/10.1080/15348458.2019.1672173
Luk-Fonga, Y. Y. P., & Brennan, M. (2010). Women teachers in Hong Kong: Stories of changing gendered identities. Asia-Pacific Journal of Education, 30(2), 213-229. http://dx.doi.org/10.1080/02188791003721978
Moroz, O. (2017). Where gender and English language teacher identity intersect: Narratives of two Ukrainian teachers [Master’s thesis, Indiana University of Pennsylvania]. ProQuest Dissertations Publishing. https://knowledge.library.iup.edu/etd
Noorbakhsh, Z., Pishghadam, R., & Saboori, F. (2018). Stroke and gender identity in teacher success: From learners’ viewpoints. Sri Lanka Journal of Social Sciences, 41(1), 39-48. https://dx.doi.org/10.4038/sljss.v41i1.7591
Pishghadam, R., Saboori, F., Samavarchi, L., & Hassanzadeh, T. (2016). Examining the gender identity of language teachers using a masculinity-femininity scale: A case from Iran. Issues in Educational Research, 26(1), 131-146. https://search.informit.org/doi/abs/10.3316/aeipt.212081
Poczatkova, B., & Kribikova, P. (2017). Gender inequality in the field of science and research, Journal of International Studies, 10(1), 267-276. https://doi.org/10.14254/2071- 8330.2017/10-1/19
Raman, Y., & Çavusoglu, Ç. (2019). I want to shout “like a man”: Gendered discourses among EFL teachers. System, 82(1), 74-82. https://doi.org/10.1016/j.system.2019.03.003
Rashidi, N., & Hosseini, S. A. (2019). The perceptions of Iranian policymakers as articulated in Iran’s foreign language policy document: A systemic functional linguistics approach. Iranian Journal of Language Teaching Research, 7(1), 23-42.
Riazi, M. (2016). The Routledge encyclopedia of research methods in applied linguistics: Quantitative, qualitative, and mixed-methods research. London: Routledge.
Rudolph, N. (2018). Essentialization, idealization, and apprehensions of local language practice in the classroom. In Y. Bedrettin & N. Rudolph (Eds.), Criticality, teacher identity, and (in)equity in English language teaching (pp. 275-302). Berlin: Springer Nature.
Ruohotie-Lyhty, M. (2018). Research on teacher identity: Introduction to mapping challenges and innovations. In P. A. Schutz, D. C. Francis, & J. Hong (Eds.), Identity-agency in progress: Teachers authoring their identities (pp. 25-36). Berlin: Springer Nature.
Sabbe, E., & Aelterman, A. (2007). Gender in teaching: A literature review. Teachers and Teaching: Theory and Practice, 13(5), 521-538. https://doi.org/10.1080/13540600701561729
Safatian, F. (2020). The complex construction of female English teachers’ identity in Iran. Journal for the Study of English Linguistics, 8(1), 137-165. https://doi.org/10.5296/jsel.v8i1.17312
Stets, J. E., & Burke, P. J. (2000). Femininity/masculinity. In E. F. Borgatta & R. J. V. Montgomery (Eds.), Encyclopedia of sociology (pp. 997-1005). New York: Macmillan.
Tailassane, R. (2019). Women’s rights and representation in Saudi Arabia, Iran, and Turkey: The patriarchal domination of religious interpretations [Master’s thesis, Ursinus College]. International Relations Honors Papers. https://digitalcommons.ursinus.edu/int_hon/5
Vandrick, S. (2017). Feminist language teacher identity research. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 377-386). London: Routledge.
Velez-Rendon, G. (2010). From social identity to professional identity: Issues of language and gender. Foreign Language Annals, 43(4), 635-649.https://doi.org/10.1111/j.1944-9720.2010.01113.x
ZakerSalehi, G. (2020). The status of women in the Iranian constitution. Journal of International Women’s Studies, 21(1), 309-327.