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

寄宿学校通过其特点和属性，如选择，分离，特权和通常的历史，代表了独特的学校教育的突出场所。在德国，有两种截然不同的寄宿制学校很有意思：第一种学校的特点是高成本和进步的教育传统，通常与国际录取和国际学生团体相结合;第二种学校的代表是国家资助的低成本寄宿制学校，入学考试严格，与成绩和个性有关。在这项为期三年的定性研究中，研究对象是大约100名高中毕业生的教育传记和职业生涯，以及他们在传记中对特权教育的取向。专门寄宿学校的30岁毕业生将接受检查。将进行20至24次自传-叙述式访谈。其目的是基于这样一个事实，即在德国，上专门的寄宿学校没有明显的优势，因为任何德国高中的毕业证书（Abitur）（体育馆）使进入大学，而且，寄宿学校是通过额外的和隐藏的课程提供强大的次级社会化的整体机构，这些课程可以决定性地影响学生的公共和私人成年生活。该研究借鉴传记、身份和惯习理论的方法，采用自传体叙事的方式对高级寄宿学校的校友进行采访。毕业后的十年。与校长的专家访谈和对研究生群体的监测问卷旨在打开和获得研究领域的进一步深入信息。该项目的问题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，首次，预计将获得关于专门寄宿学校对教育和职业生涯的相关性以及前学生的中期职业资格的信息，以及关于寄宿学校社会化的教育-传记影响的信息。

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.