The Role of Saudi Woman in Achieving Intellectual Safety

The present study is an attempt to identify the role played by Saudi woman in achieving intellectual safety in Saudi community. The study utilized social survey method and the questionnaire was applied to a sample, randomly selected, consisted of 1300 female university students from (Princess Nourah bint Abddulrahman University, King Saud University, and Imam Muhammad ibn Saud Islamic University) for the first semester of the academic year 2016/2017. The study showed that there is an agreement of the participants on the role of woman in raising children according to the culture of family dialogue and its mechanisms rated between 2.44 and 2.64, and the role of woman in consolidating of moderate Islamic values in the minds of children rated between 2.70 and 2.86. It also confirmed the role of woman in reinforcing human self of children, respect and development of children while maintaining cultural excellence rated between 2.51 and 2.69, and the role of woman in raising children to respect freedoms of others rated between 2.52 and 2.74. In light of the study finding, some recommendations have been made.


Introduction
Intellectual safety is an essential request for every nation to secure protection for the society, in general, and young people, in particular, especially in the Islamic countries from extremist thoughts. It is a religious obligation. It causes cohesion and unity of thought, method, and aim. If it is absent, there will be imbalance in all forms of security (Elbashry, 2000, p. 30). The family is the principal interface with individual and society. It is of great importance in forming the individual's personality who acquires responsibility towards others and living according to the rules imposed by the society (Elbaqmey, 2010, p. 49). By creating a family, Islam seeks to accomplish great objectives that cover all aspects of the society, greatly affect Muslims' life, and protect the community from chaos. It also accomplishes a spiritual aim, namely family creation is the best means of refinement of souls and upgrade morals that lead to making empathy, compassion, and selflessness (Elhazemy, 2010, p. 83). A woman plays a major role in the family and society as she is responsible for socialization that helps form the individual's personality, ideas, doctrines, and attitudes. She also affects the attitudes using positive methods. She, with the husband, can guide children's behavior; discuss with them; consolidate original and moderate values and cultural distinctiveness; equip them with the sound knowledge to protect their doctrines, and thought. It also protects them from being victims of wrong ideas and thoughts that distort thought, affects behavior, and cause committing crimes, violence, and other forms of intolerable misconduct. Therefore, many studies address the role of socialization institutions in achieving intellectual safety, especially the family and school.
For example, Ameen (2012) stresses that a family should depend on the diversity of educational methods, having dialogue with children, having a space of effective understanding with children, renouncing oppressive methods, and dealing with them in more appropriate ways according to the conditions of community. Elrashedy (2012) reported that environmental and social indicators are the greatest factors in creating intellectual extremism. He recommends activating the role of family and educational institution in educating young people, rejecting extremism, and creating a social environment free from intellectual extremism. Elhaweesh (2011) argues that socialization's institutions (family, school, and mosque) are among the most significant factors that reinforce moderation in their doctrines and actions to upgrade the skills of dialogue, freedom of opinions, democracy, and effective contribution in all community issues. Eljahny (2005) reports that family's function in reinforcing intellectual safety; the personality of the young people is formed via conduct methods practiced by their families. In addition, the type of conduct at home is reflected in the personality and behavior of children in future. Elhaedar (2002) argues that the family plays a major and consolidated role with community institutions in facing threats to intellectual safety. Greenword (1996) refers to the necessity of early intervention using crime's preventive programs is an active tool to prevent or reduce delinquency and criminal behavior. Grahmj and Bowling (1998) show the 534 The Role of Saudi Woman in Achieving Intellectual Safety importance of designing a preventive program to protect students against dangerous situations. Sharman (1997) attempted to investigate the impact of an integrated curriculum to protect from crime. It covers programs of violence prevention, protecting against theft, and helping students violate law. Conrad (1995) affects students' awareness development of the local community problems. It also helps develop thinking and contemplation of their duties and rights. Yahyaei and Mosadegh Zadeh (2014) conclude that the mother plays a significant role as the first teacher in the child's life and the first one in charge of the family's intellectual safety. Egan (2007) refers to the importance of family and motherhood roles in treating the issues of woman involved in terrorist crimes.

Statement of the Problem
Currently, the Islamic world faces intellectual, political, and economic challenges and difficulties, particularly terrorism and extremism. They are mainly faced by intellectual safety because people live in security and feel safe of the components of originality, quality culture, and intellectual system through the sanity of thinking and understanding from the deviation of the religious and political issues and depicting the universe. Accordingly, we should unite to protect our homeland. Furthermore, a woman should believe that she plays an important role in accomplishing intellectual safety, that is an urgent need at the time, feel the importance of security in the society, and define the right path that should be followed mentally and intellectually. Total security, in the broad sense, is a general responsibility and each person should participate. Therefore, the woman has the largest part of the strong basis of the family and the first assistant, if not the real leader, of driving the family.
There is no doubt that the woman plays the key role in educating a generation on empathy, selflessness, modesty, honesty, bonds of kinship, cooperation in righteousness and piety, forgiveness, courage, filial piety, respect for the elderly, and respect for others' perspectives. She actually instills good morals in children till they become customs related to behaviors. They also acquire assuming responsibility and fulfilling the rights. Additionally, they are brought up on philanthropy to others regarding doing favor and advising in a sound way to others. One of the main family responsibilities, particularly for the woman, is protecting children from any intellectual deviation. That is, it is not only responsible for providing necessities to its members, but participating in resolving and solving difficulties. It also participates with other community institutions "school, mosque, media and security" in forming the correct concepts and creating a strong relation with the family to reinforce intellectual safety among young people, work on implanting patriotism, and maintain keeping its assets. It is responsible for creating an intellectual and secure reinforcement for children to protect them. Therefore, a Saudi woman should believe that she has a key role in achieving intellectual safety, which is a must, and feel the importance of this role in the society. She should also realize her duties towards the country to face this wrong thought, stressing that achieving intellectual safety in the community is a shared responsibility. Hence, the problem of the current study has been defined in identifying the role played by Saudi woman in achieving intellectual safety in the Saudi community.

Questions
The study attempts to answer the following major question: What is the role of woman in achieving intellectual safety in the Saudi community?
It is further divided into the following minor questions:  What is the role of woman in bringing up children according to the culture and mechanism of family dialogue?  What is the role of woman in implanting moderate Islamic values in children?  What is the role of woman in reinforcing and respecting the self and maintaining cultural distinctiveness?  What is the role of woman in bringing up children on respecting freedom?  What is the proposal of woman's role in achieving intellectual safety in the Saudi community?

Objectives
The study mainly attempts to identify the role of Saudi woman in achieving intellectual safety in the Saudi community. It also aims at: 1. Defining the role of woman in bringing up children according to the culture and mechanism of family dialogue.

Identifying the role of woman in implanting moderate
Islamic values in children. 3. Identifying the role of woman in reinforcing and respecting the self while maintaining cultural distinctiveness. 4. Identifying the role of woman in bringing up children on respecting freedom. 5. Providing a proposal of woman's role in achieving intellectual safety in the Saudi community.

Significance
1. Shedding light on the role of woman in achieving intellectual safety for the youth in the Saudi community as the driving force of the family. 2. Intellectual safety is a prerequisite requirement for each nation and is mainly formed in the family. 3. Highlighting the role of woman in activating dialogue culture, implanting positive values among youth, and reinforcing human self in the family. 4. Providing a proposal of woman's role in achieving intellectual safety in the Saudi community that can be used by family institutions as a mechanism of enlightenment in achieving intellectual safety.

Definition of Terms
The role: The role is a set of socially defined adjectives and expectations that are related to a certain status (Ameen, 2012, p.7). In the study, it is the set of actions, practices, guidelines, and pieces of advice that should be conducted by the woman towards her family members to achieve intellectual safety.
Intellectual safety: Protecting the human's mind, thinking, inventions, knowledge, products, perspectives, and freedom of opinion from any influence, either by the person or by others (Eldeaj, 1985, p. 104). In the study, it is the sound thinking of family members and understanding and making their minds free from wrong beliefs and ideas causing deviation and violating modesty in understanding and thinking, whether in religious or secular issues.

Procedures
The chapter covers an illustration of the study's type, method, population, description of performance, checking validity and reliability, and statistical methods.

I. Method and sample
The study is a descriptive and analytical one that is interested in describing a phenomenon (the role of woman in achieving intellectual safety in the Saudi community) and revealing the relationship between the role of woman in achieving intellectual safety and the related variables.
The study utilized social survey method to a randomly selected sample of (1300) female students of Saudi universities in Riyadh (Princess Nourah bint Abddulrahman University, King Saud University, and Imam Muhammad ibn Saud Islamic University) for the first semester of the academic year 2016/2017.

II. Tools of the study:
The study adopted the questionnaire as a key tool for collecting data.

III. Validity and reliability of the tool a. Face Validity
To identify the validity of the study's tool, it was displayed to (35) reviewers of Ph.D. holders, with (5) years of experience, and those specialized in social work and related sciences. According to their opinions, the questionnaire was prepared in its final form.

b. Content Validity
Pearson Correlation Coefficient was estimated to define the content validity of the questionnaire, where correlation coefficient of each item was estimated to the total degree of the domain, as follows:  The Role of Saudi Woman in Achieving Intellectual Safety coefficient of each item with its domain are positive and statistically significant at the level of (0.01) and less, indicating their content validity with the domain.

Reliability of the tool
To estimate the reliability of the tool, Cronbach's Alpha (α) was estimated. Table 5 illustrates the reliability coefficients of the tool.  Table 5 illustrates that general reliability coefficient is high, scoring (0.9570). This indicates that the questionnaire has high-reliability degree that can be used in the field application.

Statistical processing methods
To achieve objectives and analyze data, various statistical methods were adopted using SPSS (Statistical Package for Social Sciences) Then, the following methods were calculated: 1. Frequencies and percentages to define the personal and occupational features of the participants and their responses to the items of the domain. 2. The weighted mean was estimated to define the increase or decrease of responses to the items of each key variable, as follows:

IV. Fields of the study
The population of the study comprised female students of the Saudi universities in Riyadh in Princess Nourah bint Abddulrahman University, King Saud University, and Imam Muhammad ibn Saud Islamic University for the first semester of the academic year 2016/2017.

Discussion
1st question: "What is the role of woman in bringing up children according to the culture and mechanism of family dialogue?" To identify the role of woman in bringing up children according to the culture and mechanism of family dialogue, frequencies, percentages, arithmetic means, standard deviations, and ranks of the responses to the items of the domain. Results are shown in Table 7. Responses of the participants to the items of "the role of woman in bringing up children according to the culture and mechanism of family dialogue" domain in a descending order according to the agreement  Table 7 illustrates that the agreement of the participants to " the role of woman in bringing up children according to the culture and mechanism of family dialogue" achieved an arithmetic mean 2.57 out of 3.00), which was ranked third on the triple scale (from 2.35 out of 3.00), indicating its achievement.
Accordingly, there is consistency of their agreement. They agreed on nine roles, the most significant of which are (1, 9, 7, 6, and 4) in a descending order, as follows: 1. Item (1) "The mother educates children" was ranked first, with an arithmetic mean 2.64 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.67 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.65 out of 4; and those of King Saud University, with an arithmetic mean 2.57 out of 4. 2. Item (9) "the mother uses dialogue to implement morals and ethics" was ranked second, with an arithmetic mean 2.64 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.72 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.65 out of 4; and those of King Saud University, with an arithmetic mean 2.53 out of 4. 3. Item (7) "the mother corrects wrong concepts among children" was ranked third, with an arithmetic mean 2.63 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.71 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.64 out of 4; and those of King Saud University, with an arithmetic mean 2.53 out of 4. 4. Item (6) "the mother is interested in solving problems and disagreements among children" was ranked fourth, with an arithmetic mean 2.58 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.67 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.60 out of 4, and those of King Saud University, with an arithmetic mean 2.47 out of 4.
Item (4) "introducing the legal rules regulating the relationship between the ruler and the ruled" was ranked fifth, with an arithmetic mean 2.57 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.61 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.58 out of 4; and those of King Saud University, with an arithmetic mean 2.52 out of 4.
Results attest that the most significant roles of woman in bringing up children according to the culture and mechanism of family dialogue are that she "educates children" because she is keen on bringing them up in a way they adopt with community by acquiring the permanent community culture. This is consistent with the related literature.
It is consistent with Eljahny (2004) illustrating that youth personality is formed by the conduct practices of the family.
This affirms the role of woman in activating the culture and mechanism of family dialogue and her impact on brining-up children and forming their personality. This is reflected in their ideas, attitudes, and treatment with others.
In addition, it is consistent with the nature of the dominant relationship with adolescents and parents. A family faces a dilemma because of the ignorance of many parents of their responsibilities towards protecting their children from deviations, absence of good family dialogue causing various behavioral disorders, particularly intellectual deviation.
Arab and foreign literature is consistent regarding these results, e.g. Katsos (2003) that affirms that more attention should be paid to human relations, focusing on values and personality building, high awareness by perceiving diversity and implanting tolerance, and increasing the procedures and scales of security.
The results are also consistent with the related theoretical literature regarding the role of woman in forming sons' personality and affecting them to accomplish a comprehensive social education as the family still maintains its positive role in bringing him up in a time he lacks some personality and social bases (Elsaleh, 2004). This can be achieved through various family educational responsibilities of the family and woman, the most significant of which are: Educating children on creative dialogue, respecting opinions, and disseminating dialogue culture in the family. Purposeful communication is needed with the institutions that children deal with, e.g. school, university, and security authorities.

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The Role of Saudi Woman in Achieving Intellectual Safety  Table 8 illustrates that the agreement of the participants to "the role of woman in implanting moderate Islamic values in children" achieved an arithmetic mean 2.75 out of 3.00, which was ranked third on the triple scale (from 2.35 out of 3.00), indicating its achievement. Accordingly, there is consistency of their agreement, reaching an arithmetic mean 2.70 to 2.86. They agreed on seventeen roles, the most significant of which are (7, 5, 3, 10, and 4), as follows: Results indicate that the most significant role of woman in implanting moderate Islamic values in children is to educate children about the rules and ethics of Islam, because the mother is keen on bringing up children in a moderate Islamic way and educates them the Islamic rules and ethics.
These results agree with Elqadeb (2010) focusing on moderation values of Islam; Elshahrany (2009) reporting that education on moderation is an important aspect that should be stressed to achieve intellectual safety; and Elashqer (2010) addressing the role of teachers and principals in consolidating moderation of the students to protect them from intellectual extremism.  Table 9 illustrates that the agreement of the participants to "the role of woman in reinforcing, respecting, and improving the self and maintaining cultural distinctiveness" achieved an arithmetic mean 2.60 out of 3.00, which was ranked third on the triple scale (from 2.35 out of 3.00), indicating its achievement.
Accordingly, there is consistency of their agreement, reaching an arithmetic mean 2.51 to 2.69. They agreed on thirteen roles, the most significant of which are (7, 12, 13, 11, and 1) in a descending order, as follows: 1. Item (7) "embracing children and dealing with them with love and understanding" was ranked first, with an arithmetic mean 2.69 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.77 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.69 out of 4; and those of King Saud University, with an arithmetic mean 2.60 out of 4. 2. Item (12) "helping children take good models" was ranked second, with an arithmetic mean 2.68 out of 4. The female students of Imam Muhammad ibn Saud Islamic University were ranked the highest with an arithmetic mean 2.74 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.69 out of 4; and those of King Saud University, with an arithmetic mean 2.61 out of 4. 3. Item (13)  Results indicate that the most significant role of woman in reinforcing, respecting, and improving the self and maintaining cultural distinctiveness is embracing children and dealing with them with love and understanding because the mother always seeks to provide a sound family environment to children.
These results are consistent with Elshahrany (2009) indicating that intellectual safety is closely related to the social, cultural, intellectual, economic, religious, and psychological aspects of life. They are also consistent with Elhawaish (2011), reporting that intellectual protection, security awareness, and protecting the original components of culture have a close relation to the various aspects of life, e.g. protecting them from the traps of intellectual deviation.  Table 10 illustrates that the agreement of the participants to " the role of woman in bringing up children on respecting the freedom of others" achieved an arithmetic mean 2.65 out of 3.00, which was ranked third on the triple scale (from 2.35 to 3.00), indicating its achievement.
Accordingly, there is consistency of their agreement, reaching an arithmetic mean from 2.52 to 2.74. They agreed on nine roles, the most significant of which were (4, 1, 5, 8, and 6) in a descending order, as follows: 1. Item (4) "illustrating that Allah prohibited killing the soul except by legal right" was ranked first, with an arithmetic mean 2. Results indicate that the most significant roles of woman in bringing up children on respecting the freedom of others are "illustrating that Allah prohibited killing the soul except by legal right" because the mother often seeks to her children being affected with wrong ideas that disseminated lately.
This result is consistent with Elhaider (2002) illustrating that social institutions have a consolidated role in facing the violations of intellectual safety; Ameen (2012) reporting the role of woman in education, implanting positive ideas, and reinforcing nationalism of children and youth to counter passivism and terrorism; and Alotaibi (2007) addressing the role of family, especially the mother, in taking a good moral that aims to implant ethical morals, educate children to purposeful dialogue, respecting opinions and freedoms, and disseminating family dialogue to illustrate that Allah prohibited killing the soul except by legal right They also assure the role of mosque in religious enlightenment that corresponds to the variable life conditions and current actions according to a moderate methodology that focuses on the principles and applications of moderation.
They also address the role of mass media in transferring social heritage, purifying it from misleading ideas and bad habits, assuring freedom respect and not to infringe others' freedom.

Results
I. Results related to the first question regarding the role of woman in bringing up children according to the culture and mechanism of family dialogue, in a descending order as follows: 1. "The mother educates children", with an arithmetic mean 2.64 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.67 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.65 out of 4; and those of King Saud University, with an arithmetic mean 2.57 out of 4. 2. "The mother uses dialogue to implement morals and ethics, with an arithmetic mean 2.64 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.72 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.65 out of 4; and those of King Saud University, with an arithmetic mean 2.53 out of 4. 3. "The mother corrects wrong concepts among children", with an arithmetic mean 2.63 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.71 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.64 out of 4; and those of King Saud University, with an arithmetic mean 2.53 out of 4. 4. "The mother is interested in solving problems and disagreements among children", with an arithmetic mean 2.58 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.67 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.60 out of 4; and those of King Saud University, with an arithmetic mean 2.47 out of 4. 5. "Introducing the legal rules regulating the relationship between the ruler and the ruled", with an arithmetic mean 2.57 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.61 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.58 out of 4, and those of King Saud University, with an arithmetic mean 2.52 out of 4.
The most significant roles of woman in bringing up children according to the culture and mechanism of family dialogue are that she "educates children". This is interpreted that she is keen on bringing them up in a way they adopt with community by acquiring the permanent community culture.

II. Results related to the second question regarding the role of woman in implanting moderate Islamic values in children in a descending order, as follows:
The participants agreed on" the role of woman in implanting moderate Islamic values in children", with an arithmetic mean of (2.75 out of 3.00).
The participants agreed on seventeen roles of the woman in implanting moderate Islamic values in children", as follows: 1. "Educating children about the rules and morals of Islam", with an arithmetic mean 2.86 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.89 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with an arithmetic mean 2.87 out of 4, and those of King Saud University, with an arithmetic mean 2.83 out of 4. 2. "Motivating children to adhere to social morals", with an arithmetic mean 2.84 out of 4, where the female students of Imam Muhammad ibn Saud Islamic University were ranked the highest in agreement with an arithmetic mean 2.86 out of 4; followed by those of Princess Nourah bint Abddulrahman University, with