In this paper it is first going to address what the reasons which mostly affected male and female student's opinions for participation in higher education. It is assumed that there are two kinds of economic and social/cultural reasons, which might be influential in this area. Also two kinds of economic and social/cultural barriers, that may affect on their participation in HE, have been under the inquiry. Then, according to the above factors (reasons and barriers) the opinions of female students are analysed in terms of day or night attendance; rural or urban origin; father's occupation (social class); year of study; student's marks (scores); and different faculties. The sample for this survey covered registered male and female students in the university of Mazandaran which can be taken as representative of universities in Iran today. The results of the research shows that while both the economic and social/cultural considerations were important reasons for participating in HE, in the opinion of both sexes, female students placed more emphasis on the social/cultural reasons. The economic barriers, which were related to the future employment of students, were important barriers in the views of both female and male students. Also, they were not faced with significant social/cultural barriers whilst studying at universities.The results of the research shows:1. While both the economic and social/cultural considerations were important reasons for participating in HE, in the opinion of both sexes, female students placed more emphasis on the social/cultural reasons. 2. There was no significant difference regarding the economic reasons between female student in terms of rural and urban origin, different social class, year of study, students' mark, and different faculties. In other words, the economic reasons were important to them to attending university. The only significant difference was between day and night attendance, where day time students placed more emphasis on economic reasons. 3. There were no significant differences concerning the social/cultural reasons among female students in terms of day and night sessions, rural and urban origin, different, year of study, students' mark, and among students in different faculties. The only significant difference between students was in terms of social class, where the social/cultural reasons were more important, in the view of lower social class students, for studying at university. However, social and cultural reasons were also important reasons in the standpoints of all different groups.4. The economic barriers, which were related to the future employment of students, were important barriers in the views of both female and male students. Also, there were no significant differences among students in terms of day and night sessions, rural and urban origin, different social class, year of study, and students' mark, except among female students at the faculty of agriculture who believed these barriers were more important. 5. Finally, all the students including male and female, day and night sessions, rural and urban origin, different social class, year of study, students' mark, and different faculties believed that they are not faced with significant social/cultural barriers whilst studying at universities. In other words, the social/cultural barriers, which were designed in the questionnaire, on the basis of different questions about the problems and barriers that students might face during their studies at university were not significant. This shows that the social and cultural barriers no longer exist, particularly those concerning women whom have traditionally faced barriers in pursuing higher education.