Study Preparation for Refugees in German 'Studienkollegs' – Interpretative Patterns of Access, Life-wide (Language) Learning and Performance

Recent research shows that a remarkable share of refugees who arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges ('Studienkollegs') are important institutions for study preparation of non-EU international students in Germany. So far, research on Studienkollegs is scarce. Our paper describes the institutional pathways of study preparation and access for prospective refugee students. Based on a qualitative case study, we analyse interpretative patterns of study preparation at German Studienkollegs. We reconstuct two different interpretative patterns across the groups of teachers and learners as meritocratic (re-)interpretations of difference. Teachers and learners tend to disregard structural inequalities. We conclude with some implications for higher education policies and further research.