Atmaca, Taner2020-04-302020-04-3020192148-2624https://doi.org/10.14689/issn.2148-624.1.7c.3s.1mhttps://hdl.handle.net/20.500.12684/3399WOS: 000480429200001The main aim of this study is to evaluate the disadvantaged educational experiences of children who lack of socioeconomic and cultural capital. The data of the study was collected from the students living in Sultangazi, one of the districts where the urban poor people lived most, to a vocational high school with low academic success. In this study, interpretive phenomenological patterns of qualitative research methods were preferred. Unstructured interview questions were used in the study. Data were analyzed by using descriptive analysis and content analysis. The findings of the research show that the cognitive schemes produced in accordance with the social class to which the students belong, intersecting their habitats with their fatalistic conception. In a different way, the students internalized their disadvantaged educational adventures and experiences in accordance with the habitus of their social class.tr10.14689/issn.2148-624.1.7c.3s.1minfo:eu-repo/semantics/openAccessHabitusEthosBourdieuInequalityArticle73899920N/A