Distinction in the German 'Gymnasium'? Processes of Creating Habitus in 'Exclusive' Secondary School

我们的研究项目从微观社会学的角度关注与精英、卓越、智力天赋和顶级表现的公共话语有关的排他学校的习惯。在赞助的第一阶段，研究调查了七所中学的制度维度。在此过程中，我们分析了两个不同高等教育地区的五所独家和两所非独家中学，而没有提及任何独家。在高等教育中垂直分化过程和新建立的教育等级的背景下，我们的研究重点是关于学生选择、教学概念和课程以及它们对区分语义的参考的选择程序。运用客观解释学的方法，重构了学生习惯的制度概念。在提交的第二期赞助中，将对7所选定学校的8年级、10年级、12年级以及毕业后半年的学生习惯进行纵向分析，并结合制度分析。”第二阶段的研究重点是文献法分析和小学生纵断面的进一步调查。本文的研究目标有三点：第一，中学习惯创造的教育过程是在一种再生产和改造的张力中进行的。我们感兴趣的是在学生之间（在青春期的过程中）这种形成习惯的形式的潜在差异，以及在不同学校的几种不同形式的背景下。其次，主要关注学生惯习的制度概念与学生个体惯习的匹配关系；以及以青年为中心的课程发展。本研究将在定性纵向研究的基础上，对中学学习习惯的形成提供新的认识。这将给我们带来习惯匹配过程的共时加历时类型学的发展。在此过程中，我们将回答这样一个问题：在一所学校的学生习惯和习惯的发展之间的不同差异中，是否可以找到德国体育馆不同教育区域的分化过程和等级。

Our research project focuses from a micro-sociological perspective on habitus on exclusive schools in relation to public discourses on elite, excellence, intellectual giftedness and top performance. In the first period of sponsorship the study investigated the institutional dimension of seven secondary schools. In doing so, we analysed five `exclusive and two non-exclusive secondary schools without any references to exclusiveness in two different higher education regions. Against the backdrop of the thesis of vertical differentiation processes and new established educational hierarchies in higher education, our study focuses on selection procedures concerning the choice of pupils, pedagogical concepts and programmes plus their references to semantics of distinction. By using the method of objective hermeneutics we have also reconstructed institutional concepts of the students habitus. In the submitted second period of sponsoring, we will combine the institutional analysis with a longitudinal perspective on the students habitus of the seven chosen schools in the 8th, the 10th and the 12th grade, as well as half a year after graduation. The studys main focus in the second period is the analysis by the documentary method and a further enquiry of the pupils longitudinal section.The studys objectives are the following three points: From the first point of view, educational processes of creating habitus in secondary schools are taking place in a tension of reproduction and transformation. We are interested in potential differences in this forms of creating habitus between pupils (in the course of adolescence) and in context with several forms of distinction in different schools. Secondly, one main focus is the relation of matching between institutional concepts of student-habitus and their individual student-habitus; as well as the development in the course at the center of youth. The project will give new insights about the formation of secondary school habitus on basis of qualitative longitudinal research. This will bring us to the development of a synchronic plus diachronic typology of habitual matching processes. In doing so, we will answer the question if processes of differentiation, and the hierarchy of different education regions in the German Gymnasium could be found in different distinctions between a schools pupil habitus and its development of habitus.