Identifying the Factors Influencing the Formation of the School's Identity Base in Urban Neighborhoods

Abstract

This study aimed to identify the factors influencing the formation of a school’s identity base within urban neighborhoods, focusing on social interactions, spatial features, and symbolic dimensions. A qualitative research design grounded in grounded theory methodology was employed. Data were collected through semi-structured interviews with 22 participants, including school principals, teachers, parents, and local community actors in selected districts of Tehran. Purposeful and snowball sampling methods were used until theoretical saturation was reached. Data were analyzed through open, axial, and selective coding using NVivo software. Data analysis led to the emergence of three main categories: (1) reciprocal school–neighborhood relations, (2) spatial and physical features of the school, and (3) symbolic and semantic factors. Subcategories revealed the significant roles of community engagement, school location and architecture, memory and tradition, and collective rituals in establishing the school’s identity base. The findings suggest that the school’s identity base emerges through the continuous and dynamic interaction of social, spatial, and cultural factors. Understanding these components can inform educational policymakers, urban designers, and school leaders to strengthen the school’s role as a center of identity in urban settings.