Biographies and professional careers of alumni of exclusive boarding schools in Germany

寄宿学校通过其特点和归属，如选择、分离、特权和通常的历史，代表了排他性学校教育的突出地方。在德国，有两种截然不同的寄宿学校很有意思：第一种寄宿学校的特点是费用高，教育传统先进，通常与国际录取和国际学生相结合；第二类以国家资助的低成本寄宿学校为代表，这些学校的入学考试与学生的表现和个性密切相关。虽然对单一寄宿学校的研究很少，但对独家寄宿学校校友的研究还没有报道。在这个为期三年的定性研究中，教育传记和职业生涯以及在大约的传记中对特权教育的定位。30岁的高级寄宿学校毕业生将接受考试。将进行20至24次自传式叙述访谈。其目的是基于这样一个事实，即在德国，上一所专门的寄宿学校没有明显的优势，因为任何德国高等中学（体育馆）的毕业证书（Abitur）都可以进入大学，但也基于这样一个论点，即寄宿学校是通过额外的和隐藏的课程提供强大的中学社会化的机构，这些课程可以决定性地影响学生的公共和私人成年生活。本研究运用传记理论、认同理论和习惯理论的研究方法，采用自传体叙事的访谈方式，对私立寄宿学校的校友进行访谈。毕业十年后。与学校校长的专家访谈和与考虑的毕业生群体的监测问卷应该打开并获得有关研究领域的进一步深入信息。由于其问题，该项目位于教育和社会化研究以及职业培训，大学和专业过渡和职业研究之间。因此，第一次可以预期到，私立寄宿学校对教育和职业生涯以及前学生的中期专业资格的相关性以及寄宿学校社会化的教育-传记效应的信息。

Boarding schools represent prominent places of exclusive school education through their characteristics and attributions, such as selection, separation, privilege and often history. In Germany, two contrasting types of exclusive boarding schools are interesting: the first is characterized by high costs and a progressive education tradition, often combined with international offers and an international student body; the second is represented by state funded low cost boarding schools with strict performance and personality-related entrance examinations. While few studies have been carried out on single boarding schools, no studies on alumni of exclusive boarding schools have been reported.In this three-year qualitative study the educational biographies and professional careers as well as the orientations towards privileged education within the biographies of approx. 30-year-old graduates from exclusive boarding schools are to be examined. 20 to 24 autobiographical-narrative interviews are to be conducted. The aim is based on the fact that in Germany no obvious advantage derives from attending an exclusive boarding school because the leaving certificate (Abitur) at any German higher secondary school (Gymnasium) enables to enter university, but also on the thesis that boarding schools are total institutions which provide a strong secondary socialisation through additional and hidden curricula that can decisively influence the public and private adult lives of the students.Drawing on biographical, identity and habitus theory approaches, the study adopts autobiographical-narrative Interviews with alumni of exclusive boarding schools appr. ten years after their graduation. Expert interviews with the school headmasters and monitoring questionnaires with the considered graduate cohorts are supposed to open and obtain further in-depth information on the field of research.With its question, the project is situated between education and socialisation research as well as vocational training, university and professional transition and occupation research.As a result, for the first time, information on the relevance of exclusive boarding schools for the educational and professional careers as well as the medium-term professional qualifications of the former pupils and on the educational-biographical effects of boarding school socialisation can be expected.