The schools affected by spatial injustice and the examination of reciprocal identity production between the shool and student

This research is done with the objective to determine the effect of spatial injustice on educational attainment. To that end, answers are sought to following questions by using open-ended survey technique and grounded theory method: • How does the spatial injustice affect education? • How effective is the spatial injustice on identity formation of schools and students? • What is material gene and is it available in the research field? The study group of the research is composed of 11th grade students residing in the research field. The study group is composed of around 50 students. The questions are asked to respondents by using open-ended survey technique. The survey is composed of 14 open-ended questions. The answers are assessed by using grounded theory method. According to the findings obtained in the study, the students have identified themselves with successful-unsuccessful, positive-negative characteristics. They have defined their school with adjectives such as old, successful, unsuccessful. They have stated the disadvantages of the school and its location when they answered different questions. According to the results obtained in the study, the material gene is influential in the research location. Spatial injustice exists in the location and adversely affect the educational conditions. And spatial injustice has a negative effect in the identity formation process of the school and the student.