Ethnic segregation in schools and neighbourhoods: consequences and dynamics

• Rogne, Adrian Farner; Borgen, Solveig Topstad & Nordrum, Erlend Ingridsønn (2025). School Segregation and Native Flight: Evidence from School Catchment Area Borders. European Societies. ISSN 1461-6696. 27(3), p. 433–467. doi: 10.1162/euso_a_00021. Full text in Research Archive Show summary

  Although extensively theorized, determining the mechanisms that produce ethnic or racial segregation in schools and neighborhoods has proven difficult. We investigate one potential mechanism behind ethnic segregation; native flight from schools. In contexts where school enrollment is determined primarily by geographic proximity to schools, Native or White parents with a preference for schools with low minority concentrations may choose to move away from schools with higher minority concentrations among students, contributing to both residential and school segregation. Using detailed, population-wide, geo-coded register data on families and school catchment areas for elementary schools in Oslo, Norway, we investigate whether native parents move away from schools with higher shares of students with non-Western immigrant backgrounds. We first show that native origin families systematically move away from schools with high shares of students with non-Western immigrant backgrounds. Employing a Geographic Regression Discontinuity design, exploiting the fact that catchment area borders sort neighboring children into different schools, our results indicate that such moves may be causally linked to local school characteristics, not just their neighborhoods. This may contribute to segregation in schools and neighborhoods. However, the results are ambiguous and sensitive to model specifications, and more research is needed to draw firm conclusions.

• Rogne, Adrian Farner & Frisli, Siri (2025). Educational expansion reforms and intergenerational educational mobility in Norway. Social Forces. ISSN 0037-7732. p. 1–25. doi: 10.1093/sf/soaf101. Full text in Research Archive Show summary

  The latter half of the 20th century was marked by a massive expansion of higher educational systems in many Western countries. This development provided greater educational opportunities, resulted in a marked increase in educational attainment, and has been attributed as an important factor behind increased intergenerational educational mobility. Most previous studies of these developments are based on analyses of aggregate trends in educational attainment and mobility and overlook the geographical dimension of educational expansions. The geographic location of colleges and the local availability of higher educational institutions may have had important impacts on local patterns of intergenerational educational mobility. We study the impacts of major educational expansion reforms that took place between 1969 and 1993 in Norway and resulted in a massive decentralization of higher educational opportunities. Combining recent developments in differences-in-differences methodology, detailed data on the establishment and upgrading of such institutions, and population-wide register data on social origins and educational attainment, we study the effects of the establishment and upgrading of local colleges on educational mobility. Results suggest that these improvements in local educational opportunities had little to no impact on intergenerational educational mobility locally. We discuss our findings in light of the Norwegian welfare state context.

• Borgen, Solveig Topstad & Hermansen, Are Skeie (2023). Horizontal Advantage: Choice of Postsecondary Field of Study Among Children of Immigrants. Demography. ISSN 0070-3370. 60(4), p. 1031–1058. doi: 10.1215/00703370-10823537. Full text in Research Archive Show summary

  Educational expansion has raised the influence of sorting across postsecondary educational fields on children's future life chances. Yet, little is known about horizontal ethnic stratification in the choice of field of study among children of immigrant parents, whose parents often have moderate absolute levels of education relative to native-born parents but tend to be positively selected on education relative to nonmigrants in the origin country. Using rich administrative data from Norway, we study the educational careers of immigrant descendants relative to the careers of children of native-born parents. Our results show that children of immigrants from non-European countries have a higher likelihood of entering higher education and enrolling in high-paying fields of study compared with children of natives, despite having poorer school grades and disadvantaged family backgrounds. However, immigrant parents' positive selectivity provides limited insight into why children of immigrants exhibit high ambitions later in their postsecondary educational careers. These findings document a persistent pattern of horizontal ethnic advantage in postsecondary education in which ambitious children of immigrants are more likely to enter into more prestigious and economically rewarding fields of study than their fellow students with native-born parents.

• Markussen, Simen & Røed, Knut (2022). Are richer neighborhoods always better for the kids? Journal of Economic Geography. ISSN 1468-2702. 23(3), p. 629–651. doi: 10.1093/jeg/lbac031. Full text in Research Archive Show summary

  Based on Norwegian administrative registers, we provide new empirical evidence on the effects of the childhood neighborhood’s socioeconomic status on early educational performance. A neighborhood’s status is measured annually by its adult inhabitants’ earnings ranks within larger commuting zones, and the childhood neighborhood status is the average status of the neighborhoods inhabited from the year after birth to age 15. Identification of causal effects relies on within-family comparisons only. Our results reveal a distinct hump-shaped relationship between the socioeconomic status of the childhood neighborhood and school results at age 15-16, such that the optimal neighborhood is of medium rank.

• Mastekaasa, Arne & Birkelund, Gunn Elisabeth (2022). The intergenerational transmission of social advantage and disadvantage: comprehensive evidence on the association of parents’ and children’s educational attainments, class, earnings, and status. European Societies. ISSN 1461-6696. doi: 10.1080/14616696.2022.2059542. Full text in Research Archive Show summary

  In recent years, multidimensional conceptualizations of social origin have become increasingsly common in social stratification research. We provide evidence on the associations between four origin measures, parents’ class, status, earnings and education on the one hand and the corresponding offspring measures on the other. We also extend previous research on differences in origin effects at different levels of the children’s educational attainment and compare the predictive power of the social origin measures with regard to children’s top and bottom attainments on all outcome variables. We use Norwegian administrative data for nearly 500,000 individuals born between 1961 and 1970. The analyses show that parents’ education is a much stronger predictor for all outcomes than are their social class and status positions – both taken separately and together. Parental education also outperforms parents’ earnings, except when the offspring variable is also earnings. Thus, parents’ premarket characteristics seem to be more important than their labour market achievements for their children’s outcomes. A second major finding is that the predictive power of social origins is often quite similar for advantaged and disadvantaged outcomes. However, bottom earnings are much less strongly associated with social origins than are top earnings.

• Hermansen, Are Skeie (2022). Ethnic enclaves, early school leaving, and adolescent crime among immigrant youth. European Sociological Review. ISSN 0266-7215. 39(3), p. 400–417. doi: 10.1093/esr/jcac034. Full text in Research Archive Show summary

  Abstract Spatial concentration of immigrant minorities raises concerns about the intergenerational consequences of place-based ethnic inequalities. This study asks how socioeconomic properties of the ethnic neighbourhood environment during adolescence predict future criminal behaviour and early school leaving among immigrant youth using administrative data from Norway. The results show that immigrant youth’s adolescent exposure to better-educated immigrant neighbours from the same origin country is related to lower risks of criminal engagement and higher likelihoods of completing upper-secondary education, while growing up in areas with less-educated coethnics is associated with adverse outcomes. Although effect sizes are modest, these relationships are robust to adjustment for a broad set of background characteristics and fixed effects at the level of neighbourhoods and national-origin groups. Coethnic neighbours’ educational resources are more strongly associated with adolescent crime and early school leaving among immigrant youth from disadvantaged family backgrounds. Overall, these findings support the predictions of influential theories of assimilation which emphasize that access to social capital and socioeconomic resources found within local ethnic enclaves shape the future life chances of immigrant youth.

• Hermansen, Are Skeie; Hundebo, Pål Oskar & Birkelund, Gunn Elisabeth (2022). Spatial Assimilation at a Halt? Intergenerational Persistence in Neighborhood Contexts among Immigrant Minorities in Norway. International Migration Review. ISSN 0197-9183. 56(4), p. 1069–1106. doi: 10.1177/01979183211067771. Full text in Research Archive Show summary

  Spatial assimilation theory claims that immigrants’ acculturation and socioeconomic progress will lead to converging neighborhood attainment relative to non-migrant natives. Recently, it has been argued that equalization of local services and life chances across neighborhoods in egalitarian welfare states may delay spatial assimilation by reducing immigrants’ incentives to move out of low-income areas with many (co-ethnic) immigrant neighbors. In this article, we extend this argument to study whether neighborhood equalization also contributes to intergenerational persistence in neighborhood contexts among descendants of immigrants in Norway. Using administrative data, we find that immigrant descendants as adults often remain in neighborhood contexts that resemble their childhood neighborhoods, characterized by relative economic disadvantage and comparatively few ethnic majority residents. Intergenerational persistence in neighborhood contexts is strongest among descendants of immigrants from Pakistan, the Middle East, and Africa. The remaining immigrant–native gaps in spatial economic inequality largely reflect differences in individuals’ education and earnings, family background, and childhood neighborhood context, but these factors matter less for ethnic neighborhood segregation. For both economic and ethnic dimensions of neighborhood attainment, childhood neighborhood context is the factor that matters most in accounting for immigrant–native gaps, whereas individual socioeconomic attainment is the least important. Overall, our findings point to a pattern of “uneven assimilation” among immigrant descendants, where spatial assimilation is slow despite rapid socioeconomic progress across immigrant generations in the egalitarian Norwegian welfare state.

• Hermansen, Are Skeie; Borgen, Nicolai Topstad & Mastekaasa, Arne (2020). Long-term trends in adult socio-economic resemblance between former schoolmates and neighbouring children. European Sociological Review. ISSN 0266-7215. doi: 10.1093/esr/jcz066. Full text in Research Archive Show summary

  Abstract Schools and residential neighbourhoods constitute key contexts of development beyond the family of origin. Yet, few prior studies address whether the overall impact of these childhood contexts on adult life chances has changed over time. In this article, we investigate changes in socio-economic resemblance between former schoolmates and neighbouring children using Norwegian administrative data covering three decades. We use cross-classified multilevel models to decompose the variance in children’s educational attainment and adult earnings into the contributions found within and between their school and neighbourhood contexts in adolescence. We find that unadjusted school and neighbourhood correlations in educational attainment are relatively modest and declining over time. These trends largely reflect declining socio-economic segregation between schools and neighbourhoods over time. After adjusting for sorting by family background, schools account for 2 per cent or less of the total variation in completed years of education in the more recent cohorts and neighbourhoods even less. For adult earnings, the adjusted school correlations are very low, accounting for around 1 per cent of the total variance, while the contribution of neighbourhoods is close to zero. Our findings suggest that adolescent school and neighbourhood contexts are not major determinants of children’s later-life socio-economic attainments in the Norwegian welfare state setting.

• Hermansen, Are Skeie (2020). «Norsk innvandringsforskning […] må kunne sies å være i puberteten». Tidsskrift for samfunnsforskning (TfS). ISSN 0040-716X. 61(1), p. 53–62. doi: 10.18261/issn.1504-291X-2020-01-06. Full text in Research Archive
• Jansson, Fredrik; Lillehagen, Mats & Birkelund, Gunn Elisabeth (2020). Segregation within school classes: Detecting social clustering in choice data. PLOS ONE. doi: 10.1371/journal.pone.0233677. Full text in Research Archive
• Reisel, Liza; Hermansen, Are Skeie & Kindt, Marianne Takvam (2019). Norway: Ethnic (In)equality in a Social Democratic Welfare State. In Stevens, Peter A. J. & Dworkin, A. Gary (Ed.), The Palgrave Handbook of Race and Ethnic Inequalities in Education. Palgrave Macmillan. ISSN 9783319947235. p. 843–884. doi: 10.1007/978-3-319-94724-2_20. Full text in Research Archive Show summary

  This chapter offers a systematic review of social science research in Norway on ethnic inequalities in education, from the period 1980–2017. Three broad research traditions are identified: (1) Ethnic inequalities in educational enrolment, achievement, and attainment; (2) Immigrant families and ethnic minority communities as resources for educational careers; and (3) Curriculum, teacher instruction, and student experiences with inclusion and exclusion. Most of the research conducted in Norway focuses on describing and explaining the educational outcomes of children of immigrants from non-European countries, and is characterized by the use of quantitative research methods and access to rich population-wide registry data. Main groups studied in the qualitative traditions are typically children of immigrants from Pakistan, Vietnam, Sri-Lanka, Morocco and Turkey. This rich body of research is written in both Norwegian and English, and has developed in a context characterized by a close collaborative relationship between researchers and the government, in response to a growing concern about social cohesion within the Norwegian social-democratic welfare state.

• Wessel, Terje & Lunke, Erik Bjørnson (2019). Raising children in the inner city: still a mismatch between housing and households? Housing Studies. ISSN 0267-3037. 36(1), p. 131–151. doi: 10.1080/02673037.2019.1686128. Full text in Research Archive Show summary

  Recent research suggests that inner-city parents have become more loyal to urban living. If this is true, it is certainly good news for compact-city policies, which incorporate residential stability as part of the package. We investigate this issue with empirical evidence from Oslo, using longitudinal data for first-time parents with native and non-native background. Our first analysis tracks two parental cohorts, from 1995 and 2005, over 10 years, and shows that non-native parents have become less stable, whereas native parents have the same stability in both periods. A second observation is that native parents, and only this group, are more stable in areas with spacious dwellings. Finally, we also show that parents who leave the inner city, especially non-natives, increase their representation in low-rise houses. The results as a whole indicate that minority integration and compact-city policies may collide. They also indicate that Oslo, despite green city awards, has failed to create stable inner-city communities. We conclude with policy recommendations.

• Rogne, Adrian Farner; Andersson, Eva K.; Malmberg, Bo & Lyngstad, Torkild Hovde (2019). Neighbourhood Concentration and Representation of Non-European migrants: New results from Norway. European Journal of Population. ISSN 0168-6577. p. 1–13. doi: 10.1007/s10680-019-09522-3. Full text in Research Archive Show summary

  In a previous study, Andersson et al. (A comparative study of segregation patterns in Belgium, Denmark, the Netherlands and Sweden: neighbourhood concentration and representation of non-European migrants. Eur J Popul 34:1–25, 2018) compared the patterns of residential segregation between non-European immigrants and the rest of the population in four European countries, using the k-nearest neighbours approach to compute comparable measures of segregation. This approach relies on detailed geo-coded data and can be used to assess segregation levels at different neighbourhood scales. This paper updates these findings with results from Norway. Using similar data and methods, we document both similarities and striking differences between the segregation patterns in Norway and Belgium, Denmark, the Netherlands and Sweden. While the segregation patterns in Norway at larger scales are roughly comparable to those found in Denmark, but with higher concentrations of non-European immigrants in the most immigrant-dense large-scale neighbourhoods, the micro-level segregation is much lower in Norway than in the other countries. While an important finding by Andersson et al. (2018) was that segregation levels at the micro-scale of 200 nearest neighbours fell within a narrow band, with a dissimilarity index between 0.475 and 0.512 in the four countries under study, segregation levels at this scale are clearly lower in Norway, with a dissimilarity index of 0.429. We discuss possible explanations for these patterns.

• Isungset, Martin Arstad; Lillehagen, Mats & Ugreninov, Elisabeth (2019). One Order Fits All? Birth Order and Education in Immigrant Families. European Sociological Review. ISSN 0266-7215. doi: 10.1093/esr/jcz040. Full text in Research Archive Show summary

  Birth order causes social inequality between siblings. In Western countries, earlier-born perform better than later-born. In non-Western countries, however, earlier-born generally perform worse than later-born. We use administrative data to compare birth order effects between the native population and Norwegian-born children of immigrants (450,864 individuals nested within 202,191 families). The outcome is based on lower secondary school points—a combined measurement of all marks at the end of compulsory education. We found negative effects of birth order on school points for Norwegian natives. This finding is in line with previous studies from Western countries using measures of educational achievement. Birth order effects amongst Norwegian-born children of immigrant parents vary according to maternal country of origin, with some displaying similar effects as natives and others displaying no birth order effects. These findings are surprising in light of the main theories on birth order, which are universalistic and do not predict group-differences. We argue that the universalistic theories need to be supplemented to account for our findings, and discuss the potential importance of cultural variation in family-related behaviours such as strategic parenting, kindergarten attendance, and peer-influence in high-achieving immigrant groups.

• Larsen, Edvard Nergård; Rogne, Adrian Farner & Birkelund, Gunn Elisabeth (2018). Perfect for the Job? Overqualification of Immigrants and their Descendants in the Norwegian Labor Market. Social Inclusion. 6(3), p. 78–103. doi: 10.17645/si.v6i3.1451. Full text in Research Archive Show summary

  Compared to the majority population, studies have shown that non-western immigrants are more likely to work in jobs for which they are overqualified. These findings are based on coarse measures of jobs, and an important question is how sensitive these findings are to the definition of jobs. By using detailed information from Norwegian register data 2014, we provide a methodological innovation in comparing individuals working in the same occupation, industry, sector, firm, and municipality. In this way, we measure the degree of overqualification among workers within more than 653,000 jobs. We differentiate between immigrants and their descendants originating from Western Europe, the New EU countries, other Western countries, the Middle East and North Africa (MENA), Africa and Asia (except MENA countries), and South and Central America, and compare their outcomes with the majority population holding the same jobs. We find that immigrants from all country of origin groups are more likely to be overqualified compared to the majority population and to descendants of immigrants. However, the prevalence of overqualification decreases with time since immigration.

• Brandén, Maria; Birkelund, Gunn Elisabeth & Szulkin, Ryszard (2018). Ethnic Composition of Schools and Students’ Educational Outcomes: Evidence from Sweden. International Migration Review. ISSN 0197-9183. p. 1–32. doi: 10.1177/0197918318769314. Full text in Research Archive Show summary

  We examine the impact of ethnic school composition on students’ educational outcomes using Swedish population register data. We add to the literature on the consequences of ethnic school segregation for native and immigrant students by distinguishing social interaction effects from selection and environmental effects through one- and two-way fixed effects models. Our findings demonstrate that native and immigrant students’ grades are relatively unaffected by social interaction effects stemming from the proportion of immigrant schoolmates. However, we find nontrivial effects on their eligibility for upper secondary school. Immigrants’ educational outcomes are weakly positively affected by the proportion of co-ethnics in school.

• Finnvold, Jon Erik & Ugreninov, Elisabeth (2018). Refugees’ admission to mental health institutions in Norway: Is there an ethnic density effect? Social Science and Medicine. ISSN 0277-9536. 209, p. 43–50. doi: 10.1016/j.socscimed.2018.05.029. Full text in Research Archive
• Wessel, Terje & Nordvik, Viggo (2018). Mixed neighbourhoods and native out-mobility in the Oslo region: the importance of parenthood. Urban Studies. ISSN 0042-0980. doi: 10.1177/0042098018768452. Full text in Research Archive Show summary

  The extent to which the native-born population accept living in multi-ethnic neighbourhoods is receiving more and more attention throughout Europe. The Norwegian debate around this topic started in the 1990s and tends to centre on education and children’s welfare. Thus, our main question is whether native parents are prone to leave neighbourhoods with a high share of ethnic minorities. For this purpose, we utilize ‘white flight’ theory, particularly Ingrid Gould Ellen’s revised proxy thesis. The key mechanism, according to Ellen, is fear of neighbourhood decline. Drawing on register data for the Oslo area, and tracking moves in 2010, we provide circumstantial evidence for the thesis. Both parents and parents-to-be are more sensitive to the concentration of ethnic minorities than are households without children. The size of the effect depends upon housing tenure, with a higher level of out-mobility among homeowners. There is also a marked geographic pattern, with less stability in Oslo East. None of these patterns was found in a control group consisting of non-natives. We conclude by highlighting the importance of housing structure and housing diversity policies.

• Wessel, Terje (2017). Det todelte Oslo - etniske minoriteter I øst og vest. In Ljunggren, Jørn (Eds.), Oslo - ulikhetenes by. Cappelen Damm Akademisk. ISSN 9788202521615. p. 81–104. Full text in Research Archive Show summary

  Oslo er en unik by i norsk sammenheng. Ikke bare er Oslo hovedstad, politisk maktsentrum og det nærmeste Norge kommer en internasjonal storby: Oslo er også ulikhetenes by. Ingen andre steder i Norge er det tydeligere at sosiale skiller følger geografiske skillelinjer. Det er også stor offentlig interesse for temaet. Jevnlig dukker det opp debatter om byen er «delt» eller ikke og om hva slags sosiale ulikheter som kommer i kjølvannet av omfattende nasjonal og internasjonal innvandring. Hittil har det likevel ikke kommet noen samlet forskningsinnsats om temaet. Oslo - ulikhetenes by tilbyr nettopp dette. Med bidrag fra noen av de fremste ekspertene på temaet, fra disipliner som sosiologi, samfunnsgeografi, statsvitenskap, historie, pedagogikk, samfunnsøkonomi, sosialantropologi og arkitektur, analyseres Oslos sosiale ulikheter fra flere vinkler. I et tilgjengelig språk, uten å gå på akkord med vitenskapelige idealer, berøres sosiale ulikhet knyttet til blant annet: Oslos historie bostedssegregasjon, boligmarked og flytting stemmegivning formue Oslo-skolen helse migrasjon rus russetid arkitektur gentrifisering nabolagseffekter livssjanser

• Brattbakk, Ingar & Wessel, Terje (2017). Nabolagets effekt: hva er problematisk med geografisk ulikhet? In Ljunggren, Jørn (Eds.), Oslo - ulikhetenes by. Cappelen Damm Akademisk. ISSN 9788202521615. p. 339–358. Full text in Research Archive Show summary

  Oslo er en unik by i norsk sammenheng. Ikke bare er Oslo hovedstad, politisk maktsentrum og det nærmeste Norge kommer en internasjonal storby: Oslo er også ulikhetenes by. Ingen andre steder i Norge er det tydeligere at sosiale skiller følger geografiske skillelinjer. Det er også stor offentlig interesse for temaet. Jevnlig dukker det opp debatter om byen er «delt» eller ikke og om hva slags sosiale ulikheter som kommer i kjølvannet av omfattende nasjonal og internasjonal innvandring. Hittil har det likevel ikke kommet noen samlet forskningsinnsats om temaet. Oslo - ulikhetenes by tilbyr nettopp dette. Med bidrag fra noen av de fremste ekspertene på temaet, fra disipliner som sosiologi, samfunnsgeografi, statsvitenskap, historie, pedagogikk, samfunnsøkonomi, sosialantropologi og arkitektur, analyseres Oslos sosiale ulikheter fra flere vinkler. I et tilgjengelig språk, uten å gå på akkord med vitenskapelige idealer, berøres sosiale ulikhet knyttet til blant annet: Oslos historie bostedssegregasjon, boligmarked og flytting stemmegivning formue Oslo-skolen helse migrasjon rus russetid arkitektur gentrifisering nabolagseffekter livssjanser

• Hermansen, Are Skeie (2017). Et egalitært og velferdsstatlig integreringsparadoks? Om sosioøkonomisk integrering blant innvandrere og deres etterkommere i Norge. Norsk sosiologisk tidsskrift. 1(1), p. 15–34. doi: 10.18261/issn.2535-2512-2017-01-02. Full text in Research Archive
• Hermansen, Are Skeie (2017). Age at arrival and life chances among childhood immigrants. Demography. ISSN 0070-3370. 54(1), p. 201–229. doi: 10.1007/s13524-016-0535-1. Full text in Research Archive Show summary

  This study examines the causal relationship between childhood immigrants’ age at arrival and their life chances as adults. I analyze panel data on siblings from Norwegian administrative registries, which enables me to disentangle the effect of age at arrival on adult socioeconomic outcomes from all fixed family-level conditions and endowments shared by siblings. Results from sibling fixed-effects models reveal a progressively stronger adverse influence of immigration at later stages of childhood on completed education, employment, adult earnings, occupational attainment, and social welfare assistance. The persistence of these relationships within families indicates that experiences related to the timing of childhood immigration have causal effects on later-life outcomes. These age-at-arrival effects are considerably stronger among children who arrive from geographically distant and economically less-developed origin regions than among children originating from developed countries. The age-at-arrival effects vary less by parental education and child gender. On the whole, the findings indicate that childhood immigration after an early-life formative period tends to constrain later human capital formation and economic opportunities over the life course. © 2017 Springer Verlag

• Hermansen, Are Skeie (2016). Moving up or falling behind? Intergenerational socioeconomic transmission among children of immigrants in Norway. European Sociological Review. ISSN 0266-7215. 32(5), p. 675–689. doi: 10.1093/esr/jcw024. Full text in Research Archive
• Hermansen, Are Skeie & Birkelund, Gunn Elisabeth (2015). The impact of immigrant classmates on educational outcomes. Social Forces. ISSN 0037-7732. 94(2), p. 615–646. doi: 10.1093/sf/sov073. Full text in Research Archive Show summary

  Despite a growing empirical literature on the relationship between immigrant concentration in schools and student achievement, few studies address longer-run outcomes. Using Norwegian registry data, this study addresses the causal impact of immigrant classmates on educational attainment in young adulthood, as well as academic track enrollment and educational achievement in school, within six entire student cohorts in their final tenth grade of compulsory education (310,742 students, 751 schools). Controlling for school fixed effects, native peer characteristics, and observed characteristics of students and their families, we find that students in cohorts with more immigrant peers within the same school have slightly higher propensities to complete upper-secondary education by their early twenties. The effects are about three times stronger among students from immigrant families compared to students with native-born parents, and are also robust to adjustment for average grade achievement. Moreover, these peer effects seem to mainly reflect the presence of immigrant classmates from high-achieving origin regions, while we do not find corresponding negative effects of exposure to immigrant classmates from low-achieving origin regions. In conclusion, these results indicate a modest positive influence of exposure to immigrant classmates on, primarily, immigrant students’ educational attainment several years later.

View all works in NVA

• Borgen, Solveig Topstad (2023). Norsk ph.d. i sosiologi rangert blant de tre beste i Europa. [Internet]. SV-nytt. Full text in Research Archive
• Borgen, Solveig Topstad (2022). Reaching Higher? Horizontal Stratification in the Educational Careers of Immigrant Descendants. Full text in Research Archive
• Borgen, Solveig Topstad & Hermansen, Are Skeie (2022). Reaching Higher? Horizontal Stratification in the Educational Careers of Immigrant Descendants. Full text in Research Archive
• Borgen, Solveig Topstad (2022). Flere slutter på videregående skoler i Oslo med mange minoritetselever. Hvorfor? [Internet]. forskning.no. Full text in Research Archive
• Hermansen, Are Skeie (2020). Oj sann! Spiller ikke nabolaget noen rolle likevel? Full text in Research Archive
• Hermansen, Are Skeie (2020). Consequences of immigrant concentration in schools for adolescent crime. Full text in Research Archive
• Hermansen, Are Skeie (2019). Towards spatial assimilation? Intergenerational contextual mobility within Norwegian immigrant minorities. Full text in Research Archive
• Hermansen, Are Skeie (2019). Sosial mobilitet og inkludering i arbeidslivet blant innvandrere og etterkommere. Full text in Research Archive
• Hermansen, Are Skeie (2019). Towards spatial assimilation? Intergenerational contextual mobility within Norwegian immigrant minorities. Full text in Research Archive
• Hermansen, Are Skeie (2019). Towards spatial assimilation? Intergenerational contextual mobility within Norwegian immigrant minorities. Full text in Research Archive
• Hermansen, Are Skeie (2019). Towards spatial assimilation? Intergenerational contextual mobility within Norwegian immigrant minorities. Full text in Research Archive
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2019). The disadvantage of having high achieving peers: Gender gaps and the complex nature of gender peer effects. Full text in Research Archive
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2019). Why having better peers is not always a good thing: The complex nature of gender peer effects. Full text in Research Archive
• Lyngstad, Torkild Hovde & Lillehagen, Mats (2019). Immigrant mothers' preferences for children's sexes: A register-based study. Full text in Research Archive
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2019). The disadvantage of high-achieving peers: Gender gaps and the complex nature of gender peer effects. Full text in Research Archive
• Borgen, Solveig Topstad (2019). Masked by the mean: immigrant peers in school and distributional variation in student achievement. Full text in Research Archive
• Birkelund, Gunn Elisabeth (2019). Hvordan går det med etterkommerne etter innvandrerne til Norge? Full text in Research Archive
• Birkelund, Gunn Elisabeth (2019). Hvordan går det med etterkommerne etter innvandrerne i Norge? Full text in Research Archive
• Borgen, Solveig Topstad (2019). Masked by the Mean: A Quantile Regression Approach to Immigrant Peer Effects on School Achievements. Full text in Research Archive
• Birkelund, Gunn Elisabeth (2019). The dynamics of residential mobility, school segregation and ethnic inequalities. Full text in Research Archive
• Skardhamar, Torbjørn; Lyngstad, Torkild Hovde & Berk, Richard (2018). Prediksjon av individers fremtidige kriminalitet. Full text in Research Archive
• Andersson, Eva K.; Lyngstad, Torkild Hovde & Sleutjes, Bart (2018). Comparing Patterns of Segregation in North-Western Europe: A Multiscalar Approach. European Journal of Population. ISSN 0168-6577. 34(2), p. 151–168. doi: 10.1007/s10680-018-9477-1. Full text in Research Archive
• Hermansen, Are Skeie (2018). Stadig flytting hindrer integrering. [Journal]. Vårt Land. Full text in Research Archive
• Lyngstad, Torkild Hovde; Rogne, Adrian Farner; Birkelund, Gunn Elisabeth; Hermansen, Are Skeie & Skardhamar, Torbjørn (2018). Ethnic Neighborhood Segregation and Residential Mobility Dynamics: Evidence from Norwegian administrative registers 1993-2013. Full text in Research Archive
• Gulbrandsen, Christina & Ugreninov, Elisabeth (2018). Dette kan gi flyktninger bedre psykisk helse. [Journal]. Velferd. Full text in Research Archive
• Hermansen, Are Skeie (2018). Derfor lykkes noen innvandrergrupper. [Journal]. Minerva (minervanett.no). Full text in Research Archive
• Lillehagen, Mats & Lyngstad, Torkild Hovde (2018). De fleste norske innvandrere foretrekker sønner. Forskning.no. ISSN 1891-635X. Full text in Research Archive
• Borgen, Solveig Topstad (2018). Immigrant school segregation and educational outcomes. Full text in Research Archive
• Birkelund, Gunn Elisabeth & Mastekaasa, Arne (2018). Intergenerational Mobility. Full text in Research Archive
• Wessel, Terje (2017). Segregasjon som utfordring i byutviklingen i Oslo. Full text in Research Archive
• Birkelund, Gunn Elisabeth & Hermansen, Are Skeie (2016). Høy innvandrerandel på skolen gir ikke dårligere karakterer. [Radio]. NRK. Full text in Research Archive
• Birkelund, Gunn Elisabeth (2016). Adolescence Residential Segregation and Adult Outcomes. Evidence from Sweden. Full text in Research Archive
• Birkelund, Gunn Elisabeth (2016). Research on ethnic and socio-economic school segregation at IAS. Full text in Research Archive
• Hermansen, Are Skeie (2016). Innvandrerbarna gjør en klassereise. [Internet]. Institutt for sosiologi og samfunnsgeografi, UiO. Full text in Research Archive
• Birkelund, Gunn Elisabeth (2016). Skolesegregering – ethniske og sosio-økonomiske skillelinjer. Full text in Research Archive
• Hermansen, Are Skeie (2016). Innvandrerbarnas klassereise. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. p. 22–22. Full text in Research Archive
• Birkelund, Gunn Elisabeth (2015). Adolescence Residential Segregation and Adult Outcomes. Evidence from Sweden. Full text in Research Archive
• Birkelund, Gunn Elisabeth; Brandén, Maria & Szulkin, Ryszard (2015). Does School Segregation Lead to Poor Educational Outcomes? Evidence from 15 Cohorts of Swedish Ninth Graders. Full text in Research Archive
• Jansson, Fredrik; Birkelund, Gunn Elisabeth & Lillehagen, Mats (2015). Segregation within School Classes: Deriving Social Ties from Register Data. Full text in Research Archive
• Birkelund, Gunn Elisabeth & Hermansen, Are Skeie (2015). – Norske elever gjør det like bra på skoler med mange innvandrere. [Journal]. Nettavisen. Full text in Research Archive
• Hermansen, Are Skeie; Hundebo, Pål Oskar & Birkelund, Gunn Elisabeth (2020). Towards Spatial Assimilation? Contextual Mobility and Neighborhood Attainment Among Norwegian Immigrant Descendants. SocArXiv. Full text in Research Archive
• Hermansen, Are Skeie (2020). Ethnic Enclaves, Education, and Crime Among Immigrant Youth. SocArXiv. Full text in Research Archive

View all works in NVA