In this research article, Agnes Fauske and her co-authors describe the results of a systematic review of the literature on the effects of policy on fertility since 1970 in Europe, the United States, Canada, and Australia.
In this research article Tina Baier and her co-authors compare genetic influences on educational achievement and their social stratification across Germany, Norway, Sweden, and the United States.
In this working paper, Tina Baier, Torkild Lyngstad and co-authors address a shortcoming in previous research on intergenerational correlation of educational attainment, by adopting a Multiple-Children-of-Twin design and decompose the ICE into its environmental and genetic transmission mechanisms.
In this working paper, Tina Baier focus on the extent to which parental separation affects genetic influences on educational attainment across 20th Century birth cohorts.
In this journal article, published in European Sociological Review, Torkild Lyngstad and co-authors ask whether birth order in the parental generation influences the educational attainment of their children.
In this research article, publised in Demography, Torkild Lyngstad and co-authors study sibling similarity in cognitive skills, school grades, and educational attainment in Finland, Germany, Norway, Sweden, the United Kingdom, and the United States.
In this working paper, Martin Isungset, Torkild Lyngstad and co-authors investigate whether birth order differences in education are caused by genetic differences.
In this article published in European Sociological Review, Tina Baier and co-authors ask to what extent differences in education, occupational standing, and income are attributable to genes, and do genetic influences differ by parents’ socioeconomic standing? When in a children’s life course does parents’ socioeconomic standing matter for genetic influences, and for which of the outcomes, fixed at the different stages of the attainment process, do they matter most?
In this working paper Martin Isungset, Tina Baier and Torkild Lyngstad study whether the relative importance of genetic and environmental influences for lifetime income changed as gender equalization took place.
In this working paper, Martin Isungset and co-authors assess and disentangle the relative importance of genetics and social background for children’s standardized academic test scores.
In this article published in Journal of Marriage and Family Tina Baier and her co-author uses a behavioral genetics approach to test whether parental separation lowers the importance of genes for children's school performance.