Øyvind Nicolay Wiborg

• Wiborg, Øyvind Nicolay & Hansen, Marianne Nordli (2026). De rikes Oslo. I Ljunggren, Jørn (Red.), Oslo – samme by, ulike livssjanser. Cappelen Damm Forskning. ISSN 9788202937294. s. 73–91. doi: 10.23865/cdf.304.ch3. Fulltekst i vitenarkiv Vis sammendrag

  This chapter examines how wealth has accumulated across the Oslo region in recent years, and to what extent. We distinguish between two main forms of wealth: financial assets and real assets (primarily housing), and assess whether they follow similar geographic patterns of inequality. The analysis uses the Norwegian wealth register, compiled for tax purposes and administered by Statistics Norway, which provides estimated market values of financial and real assets for all residents from 2010 to 2024. We present results in maps showing median wealth (p50) and top wealth (p99) across roughly 2,000 neighbourhoods in the Oslo region. These maps reveal a marked increase in both real and financial capital during this period, but with pronounced spatial differences. In both real and financial capital, the highest levels of wealth are found in western neighbourhoods. However, large financial fortunes far exceed housing wealth: in some neighbourhoods, individuals near the top of the local distribution hold financial assets of around NOK 700 million or more, while housing values are much lower. Housing wealth in the western districts, as well as Nordstrand, appears relatively homogeneous. Financial wealth, by contrast, is concentrated in a small number of west end neighbourhoods, increasingly close to the city centre. Given that large fortunes signal economic power, these patterns suggest that power is heavily concentrated in limited geographical areas. Overall, wealth accumulation in Oslo is highly uneven, both between and within areas. Yet this disparity is obscured when Oslo and its surrounding region are treated as a single, homogeneous unit.

• Schnitzlein, Daniel D.; Lersch, Philipp M. & Wiborg, Øyvind Nicolay (2026). Intragenerational mobility in wealth in Germany, Norway, and Britain: Descriptive evidence. Research in Social Stratification and Mobility. ISSN 0276-5624. 106. doi: 10.1016/j.rssm.2026.101206. Fulltekst i vitenarkiv Vis sammendrag

  We study intragenerational wealth rank mobility, investigating three dimensions: (i) wealth mobility over the life cycle, (ii) heterogeneity in mobility among subgroups and wealth components, and (iii) commonalities and differences across divergent country contexts. We use data from Germany (SOEP, N = 12,380 individuals), Norway (administrative register data, N = 3460,602), and Britain (BHPS, N = 7910; UKHLS, N = 18,428), examining intraindividual rank-rank correlations, the distribution of rank changes, and rank mobility curves. We find substantial wealth mobility, which is often short-range. Mobility increases with the observation window (5, 10, 15 years). Wealth mobility is highest in Norway, followed by similar mobility in Britain and Germany. Furthermore, early life cycle stages and parental tertiary education are associated with greater mobility, whereas gender differences are small. Mobility is higher in financial than in housing wealth, but remains substantial in the latter. Our findings reveal substantial but predominantly short-range wealth mobility, indicating that individual wealth positions are less static than cross-sectional distributions suggest, even as the overall structure of inequality persists.

• Wiborg, Øyvind Nicolay; Røberg, Karl Ingar Kittelsen & Helland, Håvard (2026). Fast‐Tracks in Mathematics: Accelerated Learning, Self‐Selection or Teacher Bias? British Journal of Sociology. ISSN 0007-1315. doi: 10.1111/1468-4446.70159. Fulltekst i vitenarkiv Vis sammendrag

  ABSTRACT This study examines high‐achieving students in Norwegian lower secondary schools who follow accelerated learning trajectories in mathematics, so‐called fast‐tracks. It asks whether and how fast‐tracks improve high‐achieving students' learning and performance. The analyses rely on high‐quality administrative register data from Norway covering all students who graduated from 2010 to 2017. The results show that fast‐track students outperform regular students in mathematics. They are overrepresented with top school grades, so effects are often underestimated using standard methods. To address ceiling effects in grades, we apply Tobit regression and a novel use of correlated‐random effects (Mundlak model), embedding fixed‐effects and instrumental‐variable approaches within nonlinear Tobit models. The results suggest that (1) the fast‐tracks improve the students' learning, and (2) the students are selected and self‐selected, based on prior performance and background characteristics. When comparing teacher‐set grades versus exam grades set by anonymous, randomly assigned examiners, the results suggest that (3) teachers give fast‐track students even better grades than regular students. One plausible explanation is that teachers perceive or label fast‐track students as more talented than other students. The findings, in particular, suggest that Norwegian teachers compensate disadvantaged fast‐track students who originate from homes with limited parental educational resources.

• Borgen, Nicolai; Haupt, Andreas & Wiborg, Øyvind Nicolay (2026). A New Framework for Estimation of Unconditional Quantile Treatment Effects: The Residualized Quantile Regression (RQR) Model. Sociological methodology. ISSN 0081-1750. doi: 10.1177/00811750261450139. Fulltekst i vitenarkiv Vis sammendrag

  The opportunities for understanding how treatment effects vary across different segments of the population have led to a rise in the use of quantile regressions for identifying unconditional quantile treatment effects (QTEs). However, existing quantile regression models fall into two categories: those that are unsuitable for identifying unconditional QTEs and those that often struggle with the complex data structures common in sociology and other social sciences. In particular, existing methods face difficulties with large data sets and high-dimensional fixed effects. The authors introduce a two-step approach to estimating unconditional QTEs, which is easy to use and aligns with the needs of sociologists. First, the treatment variable is decomposed into a systematic and random part, and then, the random variation in the treatment status is used as the sole independent variable in a quantile regression model. Through a series of simulations and three empirical applications, the authors provide strong evidence that the residualized quantile regression (RQR) approach provides approximately unbiased estimates of unconditional QTEs comparable with existing methods. Moreover, the RQR approach offers greater flexibility and enhances computational speed compared with existing models, and it can easily handle high-dimensional fixed effects. In sum, the RQR approach fills a pressing void in quantitative research methodology, offering a much-needed tool for studying treatment effect heterogeneity.

• Thomsen, Jens-Peter; Andrade, Stefan Bastholm; Hertel, Florian R.; Thaning, Max & Wiborg, Øyvind Nicolay (2026). Intergenerational Educational Mobility in Scandinavia and the United States. Sociology of education. ISSN 0038-0407. doi: 10.1177/00380407261424502. Fulltekst i vitenarkiv Vis sammendrag

  Intergenerational educational mobility reflects a welfare state's ability to provide citizens with opportunities to climb the social ladder. Representing two distinct welfare state types, studies have contrasted mobility patterns in Scandinavia and the United States but have provided no consistent answer as to who achieves the highest level of intergenerational educational mobility. We conduct a meticulous examination of intergenerational educational mobility in Denmark, Norway, Sweden, and the United States for cohorts born between 1958 and 1987 using comparable operationalizations and methods and the best available data (administrative data in Scandinavia and eight surveys in the United States). We focus on methods that capture relative mobility. Across models, we find that inequality in Scandinavia is 20 percent to 30 percent lower than in the United States. A multiverse analysis, which can run a large number of models within a single framework, shows that our results are robust to alternative variable specifications.

• Wiborg, Øyvind Nicolay & Gugushvili, Alexi (2025). Does partnership predict mortality? Evidence from a twin fixed effects study design. SSM - Population Health. ISSN 2352-8273. 30. doi: 10.1016/j.ssmph.2025.101805. Fulltekst i vitenarkiv Vis sammendrag

  This study examines the association between partnership status and mortality, addressing methodological concerns such as selection effects and unobserved heterogeneity. Utilizing Norwegian administrative data on birth cohorts from 1955 to 1975, we analyze mortality outcomes using Kaplan-Meier survival analyses and Cox proportional hazards regression models. The dataset includes over 1.2 million individuals and distinguishes between partnered and non-partnered individuals. While results for the general population show that non-partnered individuals face significantly higher mortality risks, with hazard ratios of 1.59 for men and 1.47 for women, twin fixed effects models reveal no significant relationship between partnership status and mortality. This finding suggests that much of the observed association may be due to shared genetic and environmental factors rather than a direct causal effect of partnership status. By leveraging the twin fixed effects research design, this study provides a robust test of the partnership-mortality hypothesis, highlighting the importance of controlling for unobserved heterogeneity in observational research. Our results underscore the complexity of the partnership-health nexus and call for caution in interpreting simple associations as evidence of causality.

• Gugushvili, Alexi & Wiborg, Øyvind Nicolay (2025). Wealth and mortality among late-middle-aged individuals in Norway: a nationwide register-based retrospective study. The Lancet Regional Health - Europe. 48. doi: 10.1016/j.lanepe.2024.101113. Fulltekst i vitenarkiv Vis sammendrag

  In recent decades, we have observed rising wealth inequality while the pace of growth of life expectancy has slowed in many Western welfare democracies. There is scarce evidence, however, on links between wealth and mortality. The main methodological limitation in this area of scholarship is its inability to account for individuals' unobserved heterogeneity, such as personality and genetic factors, which could potentially affect both their wealth level and survival probabilities. This study aims to explore how wealth is linked to mortality risk in late-middle age, providing insights into the broader implications of socioeconomic status on health outcomes. In this study, we use high-quality register data on wealth and mortality for the entire population of Norway, one of the world's most advanced welfare states with a low income inequality level but a highly uneven distribution of wealth. We address some of the main methodological constraints of the previous research by exploring if wealth at the age of 37–38 predicts mortality up to age 62. The research design employed mitigates the problem of unobserved heterogeneity by using sibling and twin fixed-effects models. Both Kaplan–Meier survival analyses and the Cox proportional hazard regression results suggest that wealth is an important predictor of mortality even after individuals' observed and unobserved characteristics are accounted for with hazard ratios of 2.39 [95% confidence interval, CI 2.02, 2.83] among men and 1.74 [95% CI 1.39, 2.16] among women for the inverted cumulative density rank coefficients. The most disadvantaged groups are non-partnered men and women at the lower end of wealth distribution. Twin analyses align with the findings for the general population, indicating that wealth's effect on mortality is not confounded by genetic or shared family background factors. Our findings suggest that wealth is an important predictor of mortality, even in an advanced welfare state with comprehensive healthcare provisions, highlighting the need to address inequalities in wealth distribution to improve population health outcomes.

• Strømme, Thea Bertnes & Wiborg, Øyvind Nicolay (2024). Social origins and educational attainment: The unique contributions of parental education, class, and financial resources over time. British Journal of Sociology. ISSN 0007-1315. 75(4), s. 400–419. doi: 10.1111/1468-4446.13091. Fulltekst i vitenarkiv Vis sammendrag

  This study examines the unique contributions of parental wealth, class background, education, and income to different measures of educational attainment. We build on recent sibling correlation approaches to estimate, using Norwegian register data, the gross and net contribution of each social origin dimension across almost 3 decades of birth cohorts. Our findings suggest that parental education is crucial for all measures of children's educational outcomes in all models. In the descriptive analyses, we find that while broad education measures remain stable or decrease over time, attaining higher tertiary education and elite degrees is more stable or increasingly dependent on family background, especially parental financial resources. While gross sibling correlation models show somewhat decreasing trends in the contribution of education in all measures of educational outcomes, net models show that the unique contributions of financial resources have increased over time. Our results lend some support to the idea of education as a positional good and suggest that educational inequalities reflect broader patterns of inequality in society. Our results further indicate that the importance of parental education and cultural capital for children's education can be explained by within‐resource transmission but that pro‐educational norms tied to wealth may play an increasingly important role in educational mobility. In summary, this study sheds light on the multidimensional nature of social origins and highlights the role of different factors in shaping educational outcomes over time.

• Grätz, Michael & Wiborg, Øyvind Nicolay (2024). Parental ages and the intergenerational transmission of education: evidence from Germany, Norway, and the United States. European Societies. ISSN 1461-6696. 26(5), s. 1444–1471. doi: 10.1080/14616696.2024.2310011. Fulltekst i vitenarkiv Vis sammendrag

  The diverging destinies hypothesis predicts that educational inequality increases in contemporary societies because parents with higher levels of education postpone the birth of their children. This hypothesis is supported by empirical evidence demonstrating that advanced parental ages improve children’s educational outcomes. However, the consequences of socioeconomic differences in parental ages for the intergenerational transmission of education also depend on whether the associations between parental ages and child education vary by parental education. To test this hypothesis, we use data from three countries representing different welfare regimes: Germany, Norway, and the United States. In all three countries, children’s educational attainment at the secondary school level increases with higher parental ages more in families with low than in families with highly educated parents. In other words, the intergenerational transmission of education is stronger for younger than for older parents. Consequently, our findings nuance the diverging destinies hypothesis by demonstrating that increasing parental ages in socioeconomically disadvantaged families increases educational mobility more than decreasing parental ages in socioeconomically advantaged families. These findings are qualitatively the same in all three countries, suggesting that diverging destinies also occur in countries outside the United States.

• Schulz, Jeremy; Wiborg, Øyvind & Robinson, Laura (2023). Zooming Versus Slacking: Videoconferencing, Instant Messaging, and Work-from-Home Intentions in the Early Pandemic. American Behavioral Scientist. ISSN 0002-7642. doi: 10.1177/00027642231155364. Fulltekst i vitenarkiv Vis sammendrag

  This article explores key determinants of the intention to work from home (WFH) among U.S. adults in the early phase of the pandemic. Leveraging nationally representative survey data collected in the initial stages of the pandemic, it explores the role of modalities of communication alongside the more frequently studied behavioral, occupational, and sociodemographic factors in shaping WFH intentions as reported by survey respondents. Venturing beyond prior studies of remote work and remote work intentions, the study finds that the frequency of text messaging platform (e.g., Slack) usage and the frequency of videoconferencing (e.g., Zoom) exhibit diametrically opposed effects on the intentions to WFH in the future. Whereas a higher frequency of text messaging platform usage is linked to a preference for more intensive future WFH, a higher frequency of videoconferencing platform usage is associated with the opposite preference. Additionally, the effect of the intensity of respondents’ engagement with these two communication modalities on their intentions is mediated by pre-pandemic WFH experience as well as the intensity of interruptions in their WFH environment. Intensive videoconferencers (Zoomers) who work in high-interruption environments are particularly averse to future WFH. Conversely, intensive messagers (Slackers) who work from home substantially prior to the pandemic report express a preference for more frequent WFH in the future.

• Helland, Håvard; Wiborg, Øyvind Nicolay & Røberg, Karl Ingar Kittelsen (2023). Who chooses fast-track programs in mathematics? The role of class origin, ethnicity, and gender among Norwegian lower-secondary students. European Societies. ISSN 1461-6696. s. 1–26. doi: 10.1080/14616696.2023.2197988. Fulltekst i vitenarkiv Vis sammendrag

  This article examines Norwegian lower-secondary students who enrol in fast- track programs in mathematics. These fast-track programs are designed to accommodate high-performing students who want a faster learning pace than the average student. In general, both educational performance and choice depend on class origin, ethnicity, and gender, according to research. Therefore, in studying the probability of entering the fast track, we focus on the role played by class origin, ethnicity, and gender. Our findings suggest that class origin and ethnicity affect students’ choice to enter the fast track or not, but after accounting for their prior performance on national tests in 8th grade the initial differences are considerably smaller. There are no differences in this choice between boys and girls. Our analyses rely on high-quality Norwegian administrative register data on 10th-grade students from 2010 to 2014.

• Borgen, Nicolai Topstad; Haupt, Andreas & Wiborg, Øyvind (2022). Quantile regression estimands and models: revisiting the motherhood wage penalty debate. European Sociological Review. ISSN 0266-7215. 39(2), s. 317–331. doi: 10.1093/esr/jcac052. Fulltekst i vitenarkiv Vis sammendrag

  This paper discusses the crucial but sometimes neglected differences between unconditional quantile regression (UQR) models and quantile treatment effects (QTE) models. We argue that there is a frequent mismatch between the aim of the quantile regression analysis and the quantitative toolkit used in much of the applied literature, including the motherhood wage penalty literature. This mismatch may result in wrong conclusions being drawn from the data, and in the end, misguided theories. In this paper, we clarify the crucial conceptual distinction between influences on quantiles of the overall distributions, which we term population-level influences, and individual-level QTEs. Further, we use data simulations to illustrate that various classes of quantile regression models may, in some instances, give entirely different conclusions (to different questions). Finally, we compare quantile regression estimates using real data examples, showing that UQR and QTE models differ sometimes but not always. Still, the conceptual and empirical distinctions between quantile regression models underline the need to match the correct model to the specific research questions. We conclude the paper with a few practical guidelines for researchers.

• Wiborg, Øyvind Nicolay & Grätz, Michael (2022). Parents’ income and wealth matter more for children with low than high academic performance: Evidence from comparisons between and within families in egalitarian Norway. Research in Social Stratification and Mobility. ISSN 0276-5624. 79. doi: 10.1016/j.rssm.2022.100692. Fulltekst i vitenarkiv Vis sammendrag

  Most educational mobility research assumes that the associations between parents' economic resources and children's academic performance do not vary between low- and high-performing children. Analyzing such variation increases our understanding of how family background affects children's life chances. We examine the egalitarian case of Norway, where we should expect smaller differences than in other countries. We use quantile regression models to estimate variation in the impact of parental income and wealth on children's school grades across the distribution of school grades. We compare the within-family effects of parental income and wealth on children's educational performance with the associations between families. We apply this approach to Norwegian register data, which includes information on children's school grades at age 16. For both parental income and wealth, we find a declining association with children's school grades across the distribution of school grades. This pattern is found in both between- and within-family analyses. These findings are in line with the view that parents compensate for children's low academic performance.

• Robinson, Laura; Schulz, Jeremy; Wiborg, Øyvind & Johnston, Elisha (2021). The COVID Connection: Pandemic Anxiety, COVID-19 Comprehension, and Digital Confidence. American Behavioral Scientist. ISSN 0002-7642. 65(12), s. 1721–1746. doi: 10.1177/00027642211003155. Fulltekst i vitenarkiv Vis sammendrag

  This article presents logistic models examining how pandemic anxiety and COVID-19 comprehension vary with digital confidence among adults in the United States during the first wave of the pandemic. As we demonstrate statistically with a nationally representative data set, the digitally confident have lower probability of experiencing physical manifestations of pandemic anxiety and higher probability of adequately comprehending critical information on COVID-19. The effects of digital confidence on both pandemic anxiety and COVID-19 comprehension persist, even after a broad range of potentially confounding factors are taken into account, including sociodemographic factors such as age, gender, race/ethnicity, metropolitan status, and partner status. They also remain discernable after the introduction of general anxiety, as well as income and education. These results offer evidence that the digitally disadvantaged experience greater vulnerability to the secondary effects of the pandemic in the form of increased somatized stress and decreased COVID-19 comprehension. Going forward, future research and policy must make an effort to address digital confidence and digital inequality writ large as crucial factors mediating individuals’ responses to the pandemic and future crises.

• Grätz, Michael; Barclay, Kieron J.; Wiborg, Øyvind Nicolay; Lyngstad, Torkild Hovde; Karhula, Aleksi & Erola, Jani [Vis alle 9 forfattere av denne artikkelen] (2021). Sibling similarity in education across and within societies. Demography. ISSN 0070-3370. 58(3), s. 1011–1037. doi: 10.1215/00703370-9164021. Fulltekst i vitenarkiv Vis sammendrag

  The extent to which siblings resemble each other measures the omnibus impact of family background on life chances. We study sibling similarity in cognitive skills, school grades, and educational attainment in Finland, Germany, Norway, Sweden, the United Kingdom, and the United States. We also compare sibling similarity by parental education and occupation within these societies. The comparison of sibling correlations across and within societies allows us to characterize the omnibus impact of family background on education across social landscapes. Across countries, we find larger population-level differences in sibling similarity in educational attainment than in cognitive skills and school grades. In general, sibling similarity in education varies less across countries than sibling similarity in earnings. Compared with Scandinavian countries, the United States shows more sibling similarity in cognitive skills and educational attainment but less sibling similarity in school grades. We find that socioeconomic differences in sibling similarity vary across parental resources, countries, and measures of educational success. Sweden and the United States show greater sibling similarity in educational attainment in families with a highly educated father, and Finland and Norway show greater sibling similarity in educational attainment in families with a low-educated father. We discuss the implications of our results for theories about the impact of institutions and income inequality on educational inequality and the mechanisms that underlie such inequality.

• Geven, Sara; Wiborg, Øyvind; Fish, Rachel E. & Werfhorst, Herman G. van de (2021). How teachers form educational expectations for students: A comparative factorial survey experiment in three institutional contexts. Social Science Research. ISSN 0049-089X. 100(100), s. 1–20. doi: 10.1016/j.ssresearch.2021.102599. Fulltekst i vitenarkiv Vis sammendrag

  While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real life. Moreover, research has neglected the role of the institutional context, yet tracking procedures, financial barriers to education, and institutionalized cultural beliefs may influence how teachers form expectations. We conducted a factorial survey experiment in three contexts that vary with respect to these institutional characteristics (The United States, New York City; Norway, Oslo; the Netherlands, Amsterdam). We asked elementary school teachers to express expectations for hypothetical students whose characteristics were experimentally manipulated. Teachers in the different contexts used the same student traits when forming expectations, yet varied in the importance they attached to these traits. In Amsterdam – where teachers track students on the basis of their performance and tracking bears significant consequences for educational careers – we found a large impact of student performance. In Oslo – where institutions show an explicit commitment to equality of educational opportunity – teachers based their expectations less on student effort, and seemed to make more inferences about student performance by a student's socio-economic background. New York teachers seemed to make few inferences about student performance based on their socio-economic background.

• Robinson, Laura; Schulz, Jeremy; Ball, Christopher; Chiaraluce, Cara; Dodel, Matías & Francis, Jessica [Vis alle 21 forfattere av denne artikkelen] (2021). Cascading Crises: Society in the Age of COVID-19. American Behavioral Scientist. ISSN 0002-7642. 65(12), s. 1608–1622. doi: 10.1177/00027642211003156. Fulltekst i vitenarkiv Vis sammendrag

  The tsunami of change triggered by the COVID-19 pandemic has transformed society in a series of cascading crises. Unlike disasters that are more temporarily and spatially bounded, the pandemic has continued to expand across time and space for over a year, leaving an unusually broad range of second-order and third-order harms in its wake. Globally, the unusual conditions of the pandemic—unlike other crises—have impacted almost every facet of our lives. The pandemic has deepened existing inequalities and created new vulnerabilities related to social isolation, incarceration, involuntary exclusion from the labor market, diminished economic opportunity, life-and-death risk in the workplace, and a host of emergent digital, emotional, and economic divides. In tandem, many less advantaged individuals and groups have suffered disproportionate hardship related to the pandemic in the form of fear and anxiety, exposure to misinformation, and the effects of the politicization of the crisis. Many of these phenomena will have a long tail that we are only beginning to understand. Nonetheless, the research also offers evidence of resilience on several fronts including nimble organizational response, emergent communication practices, spontaneous solidarity, and the power of hope. While we do not know what the post COVID-19 world will look like, the scholarship here tells us that the virus has not exhausted society’s adaptive potential.

• Grätz, Michael & Wiborg, Øyvind (2020). Reinforcing at the Top or Compensating at the Bottom? Family Background and Academic Performance in Germany, Norway, and the United States. European Sociological Review. ISSN 0266-7215. 36(3), s. 381–394. doi: 10.1093/esr/jcz069. Fulltekst i vitenarkiv Vis sammendrag

  Research on educational mobility usually studies socioeconomic differences at the mean of children’s academic performance but fails to consider the variation in the shape of socioeconomic differences across the outcome distribution. Theories of social mobility as well as theories about the resource allocation within families predict such variation. We use quantile regression models to estimate variation in socioeconomic differences across the distribution of academic performance using different indicators of family background (parental education, occupation, earnings, and wealth). We apply this approach to data on Germany, Norway, and the United States, three countries that represent different welfare and education regimes that may affect the intergenerational transmission of educational advantage. We find stronger socioeconomic differences at the bottom than at the middle and the smallest differences at the top of the performance distribution. These findings are virtually identical across all four indicators of family background. We also find no cross-national differences in the shape of socioeconomic differences in academic performance.

• Hansen, Marianne Nordli & Wiborg, Øyvind (2019). The Accumulation and Transfers of Wealth: Variations by Social Class. European Sociological Review. ISSN 0266-7215. doi: 10.1093/esr/jcz036. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of our study is to investigate the role of wealth in broader stratification processes. Based on unique data from Norwegian tax registers, we address questions about the association between class origin, wealth transfers, and wealth accumulation among young adults. We show that is more common to receive transfers in the higher than in the lower social classes, and that those originating in the economic upper class, i.e. large proprietors, owners, of single enterprises as well as investors with diversified portfolios, and top managers and directors, are especially likely to receive transfers, as well as especially large inter vivos gifts. As young adults, those with upper-class origins, and especially origins in the economic upper class, accumulate more wealth than those with origins in classes lower in the social hierarchy. In all social classes, those who have received wealth transfers accumulate most wealth. We argue that transferring wealth indeed appears as robust and efficient mobility or reproduction strategy.

• Helland, Håvard & Wiborg, Øyvind N (2018). How do parents’ educational fields affect the choice of educational field? British Journal of Sociology. ISSN 0007-1315. 70(2), s. 481–501. doi: 10.1111/1468-4446.12370. Fulltekst i vitenarkiv Vis sammendrag

  This study examines the links between parental education and students’ choice of field of study in Norwegian higher education. In our interpretation of the results, we suggest a status group perspective that integrates risk aversion models, micro-class theory, and cultural reproduction schemes. Complete Norwegian register data for all individuals born from 1955 to 1980 allow for a fine-grained examination of diverse fields of study not attempted in earlier studies. The findings reveal that intergenerational reproduction of educational fields is widespread, but its extent varies across fields of study. The tendency is most pronounced among children of professional, educated parents with masters and higher-level degrees. Moreover, the analysis shows that students who do not choose the same field as their parents none the less tend to choose educational fields close to those of their parents.

• Robinson, Laura; Wiborg, Øyvind N & Schulz, Jeremy (2018). Interlocking Inequalities: Digital Stratification Meets Academic Stratification. American Behavioral Scientist. ISSN 0002-7642. 62(9), s. 1251–1272. doi: 10.1177/0002764218773826. Fulltekst i vitenarkiv
• Wiborg, Øyvind N & Hansen, Marianne Nordli (2018). The Scandinavian Model During Increasing Inequality: Recent Trends in Educational Attainment, Earnings and Wealth among Norwegian Siblings. Research in Social Stratification and Mobility. ISSN 0276-5624. 56, s. 53–63. doi: 10.1016/j.rssm.2018.06.006. Fulltekst i vitenarkiv
• Wiborg, Øyvind N & Hansen, Marianne Nordli (2018). Klassebakgrunn, arv og gaver: Hvilken rolle spiller de for oppbygging av formue i ung alder? Søkelys på arbeidslivet. ISSN 1504-8004. 35(4), s. 294–312. doi: 10.18261/issn.1504-7989-2018-04-04. Fulltekst i vitenarkiv Vis sammendrag

  Hva har betydning for hva folk oppnår av goder i livet? Både i forskning og i samfunnsdebatten er svaret ofte utdanning. Artikkelen reiser spørsmål om arv og gaver kan ha større betydning enn det mange tenker seg. Vi reiser spørsmål om hvilke grupper i arbeidslivet som i størst grad overfører formue. Analysene viser at det er store forskjeller etter sosial klassebakgrunn, og at mottakerne samler betydelig mer formue i unge år enn andre. Dette kan tyde på at overføring av formue mellom generasjoner er en strategi for sosial reproduksjon som er spesielt viktig i den økonomiske overklassen.

• Wiborg, Øyvind N (2017). Hvor er formuene i Oslo? Gylne ghettoer og deres utvikling over tid. I Ljunggren, Jørn (Red.), Oslo - ulikhetenes by. Cappelen Damm Akademisk. ISSN 9788202521615. s. 105–120. Fulltekst i vitenarkiv Vis sammendrag

  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

• Wiborg, Øyvind N (2017). Family Wealth and School Grades in Norway: exploring how immediate and extended family wealth matters for children's school performance. I Erola, Jani & Kilpi-Jakonen, Elina (Red.), Social inequality across the generations - the role of compensation and multiplication in resource accumulation. Edward Elgar Publishing. ISSN 9781786432551. s. 136–157. doi: 10.4337/9781786432568.00014. Fulltekst i vitenarkiv
• Helland, Håvard & Wiborg, Øyvind (2014). Retningsvalg i høyere utdanning – hvor langt faller eplet fra stammen? I Frølich, Nicoline; Hovdhaugen, Elisabeth & Terum, Lars Inge (Red.), Kvalitet, kapasitet og relevans : Utviklingstrekk i norsk høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202450502. s. 162–184. Fulltekst i vitenarkiv
• Chan, Tak Wing; Birkelund, Gunn Elisabeth; Aas, Arne Kristian & Wiborg, Øyvind (2011). Social Status in Norway. European Sociological Review. ISSN 0266-7215. 27(4), s. 451–468. doi: 10.1093/esr/jcq019. Fulltekst i vitenarkiv
• Chan, Tak Wing; Birkelund, Gunn Elisabeth; Aas, Arne Kristian & Wiborg, Øyvind (2010). Social Status in Norway. European Sociological Review. ISSN 0266-7215. doi: 10.1093/esr/jcq019. Fulltekst i vitenarkiv
• Wiborg, Øyvind & Moberg, Rasmus Juul (2010). Social origin and the risks of disadvantage in Denmark and Norway: the early life course of young adults. Work, Employment and Society. ISSN 0950-0170. 24(1), s. 105–125. doi: 10.1177/0950017009353656. Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind (2010). Klassereisen - mer vanlig i dag? I Dahlgren, Kenneth & Ljunggren, Jørn (Red.), Klassebilder: Ulikhet og sosial mobilitet i Norge. Universitetsforlaget. ISSN 9788215015804. s. 197–212. Fulltekst i vitenarkiv
• Wiborg, Øyvind & Hansen, Marianne Nordli (2009). Change over Time in the Intergenerational Transmission of Social Disadvantage. European Sociological Review. ISSN 0266-7215. 25(3), s. 379–394. doi: 10.1093/esr/jcn055. Fulltekst i vitenarkiv
• Wiborg, Øyvind (2006). Suksess i arbeidsmarkedet blant høyt utdannete innvandrere betydningen av jobbkompetanse, sosiale nettverk og diskriminering for inntekt. Sosiologisk Tidsskrift. ISSN 0804-0486. 14(3), s. 276–297. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Ringdal, Kristen & Wiborg, Øyvind (2022). Lær deg Stata. 2 utgave. Fagbokforlaget. ISBN 9788245036831. 286 s. Fulltekst i vitenarkiv
• Ringdal, Kristen & Wiborg, Øyvind N (2017). LÆR DEG STATA. Fagbokforlaget. ISBN 9788245020588. 295 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Kjellman, Kjell Erling & Wiborg, Øyvind Nicolay (2025). Om metodene vi bruker i samfunnsvitenskap. Fulltekst i vitenarkiv
• Wiborg, Øyvind Nicolay; Helland, Håvard & Røberg, Karl Ingar Kittelsen (2024). Fast track Students in Mathematics. Self selection, Accelerated Learning or Teacher Bias in lower secondary school? Fulltekst i vitenarkiv
• Strømme, Thea Bertnes & Wiborg, Øyvind Nicolay (2023). Does Parental Wealth Matter for Educational Attainments in Norway? A Sibling Correlation Study of the Unique Contributions of Parental Education, Class, Income and Wealth over Time. Fulltekst i vitenarkiv
• Schulz, Jeremy; Robinson, Laura; Dodel, Matias; Wiborg, Øyvind & Khilnani, Aneka (2022). Introduction: “Making Work Work During the Pandemic”. American Behavioral Scientist. ISSN 0002-7642. doi: 10.1177/00027642211066060. Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth and educational attainment – a three-generational study of young adults. Fulltekst i vitenarkiv
• Wiborg, Øyvind N & Grätz, Michael (2019). The varying impact of parental economic resources on academic performance: Evidence from a family fixed-effects quantile regression approach. Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth, educational attainment and wealth formation – a three-generational study of young adults. Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth, educational attainment and wealth formation - a three generational study of young adults in Norway. Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth, educational attainment and wealth formation - a three-generational study of young adults. Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2018). Family wealth and educational attainment - a three generational study of young adults in Norway. Fulltekst i vitenarkiv
• Borgen, Nicolai T. & Wiborg, Øyvind N (2018). New tools, novel consequences: Testing unconditional quantile regression using simulated data. Fulltekst i vitenarkiv
• Wiborg, Øyvind N & Grätz, Michael (2018). The varying impact of parental economic resources on academic performance: Evidence from a family fixed-effects quantile regression approach. Fulltekst i vitenarkiv
• Madsen, Aleksander Årnes & Wiborg, Øyvind N (2017). Norwegian teachers and wages. Why do men earn more than women? Fulltekst i vitenarkiv
• Grätz, Michael & Wiborg, Øyvind N (2017). Reinforcing at the Top or Compensating at the Bottom? Nonlinearities in the Association between Family Background and Academic Performance in Germany and Norway. Fulltekst i vitenarkiv
• Madsen, Aleksander Årnes & Wiborg, Øyvind N (2016). Gender wage gap among Norwegian teachers - trends and mechanisms. Fulltekst i vitenarkiv
• Wiborg, Øyvind N (2016). Parental wealth and children’s school performance –using family fixed effects with a new unconditional quantile regressions approach. Fulltekst i vitenarkiv
• Helland, Håvard & Wiborg, Øyvind (2014). How do parents’ educational field affect one’s choice of educational field? - a new micro-approach to tertiary education in Norway. Fulltekst i vitenarkiv
• Wiborg, Øyvind N (2014). Increased meritocratic selection over time? A sibling correlation study of twins and regular siblings. Fulltekst i vitenarkiv
• Wiborg, Øyvind N & Hansen, Marianne Nordli (2014). Wealth inequality during the life course - a study based on sibling correlations. Fulltekst i vitenarkiv
• Skule, Sveinung; Børing, Pål & Wiborg, Øyvind (2013). Voksnes læring - deltakelse og effekter. Fulltekst i vitenarkiv
• Wiborg, Øyvind N & Hansen, Marianne Nordli (2013). Trends in the total impact of family background - new evidence based on sibling correlations. Fulltekst i vitenarkiv
• Helland, Håvard & Wiborg, Øyvind (2013). Social reproduction through choice of educational field. Fulltekst i vitenarkiv
• Skule, Sveinung & Wiborg, Øyvind (2011). Blir det mindre læring i arbeidslivet? Resultater fra Lærevilkårsmonitoren 2003-2010. Fulltekst i vitenarkiv
• Wiborg, Øyvind N; Schultz, Jeremy & Robinson, Laura (2011). Informational Exclusion and Precarious Futures-The Experiences of Informationally Disadvantaged American Youths. Fulltekst i vitenarkiv
• Støren, Liv Anne & Wiborg, Øyvind (2011). Trapped in the welfare system? Labour market marginalization among immigrant and non-immigrant young workers with low – medium qualification levels. Fulltekst i vitenarkiv
• Wiborg, Øyvind (2009). Sosial bakgrunn og marginalisering: endring over tid? Fulltekst i vitenarkiv
• Hansen, Marianne Nordli & Wiborg, Øyvind (2008). Fattigdommens system. Fulltekst i vitenarkiv
• Børing, Pål; Wiborg, Øyvind & Skule, Sveinung (2013). Livslang læring i norsk arbeidsliv: Hvorfor varierer deltakelsen? NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272188985. Fulltekst i vitenarkiv Vis sammendrag

  Formålet med denne rapporten er å undersøke hvorfor deltakelsen i livslang læring varierer mellom ulike grupper i norsk arbeidsliv. Vi beskriver først hvordan deltakelsen i ulike former for læring har utviklet seg fra 2003 til 2011, og undersøker deretter hvilke forhold som gjør at noen grupper deltar mer enn andre i ulike former for læring. Med livslang læring menes deltakelse i minst én av følgende tre former for læring: 1. Deltakelse i videreutdanning som gir formell kompetanse. 2. Deltakelse i kurs og opplæring som ikke gir formell kompetanse. 3. Hvorvidt arbeidet er læringsintensivt eller ikke, som er et subjektivt mål på omfanget av uformell læring i det daglige arbeidet. I rapporten undersøker vi om deltakelsen i de tre formene for læring varierer med en rekke individuelle kjennetegn ved deltakerne og med ulike forhold ved bedriftene som deltakerne arbeider i.

• Wiborg, Øyvind; Børing, Pål & Skule, Sveinung (2013). Livslang læring og mobilitet i arbeidsmarkedet: En studie av formell og uformell videreutdanning blant norske arbeidstakere basert på Lærevilkårsmonitoren og registerdata. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272188992. Fulltekst i vitenarkiv Vis sammendrag

  Dette er den tredje rapporten i en serie rapporter i et prosjekt som handler om livslang læring i norsk arbeidsliv. Med "livslang læring" menes deltakelse i minst en av følgende tre former for læring: videreutdanning som gir formell kompetanse, kurs og opplæring, og hvorvidt arbeidet er læringsintensivt. I de to første rapportene var formålet å undersøke hvordan deltakelsen i de tre formene for læring har utviklet seg på 2000-tallet, og hvordan deltakelsen varierer mellom ulike grupper i arbeidsmarkedet. Vi undersøkte hvordan en rekke forhold knyttet til den enkelte og arbeidsplassen påvirket deltakelsen i ulike former for læring. I denne rapporten retter vi søkelyset mot effektene av å delta i opplæring og videreutdanning, og undersøker vi hvilken betydning deltakelse i læring har for inntekt, arbeidsmarkedstilknytning og yrkesstatus. I rapporten bruker vi registerdata som er koblet mot data fra Lærevilkårsmonitoren. Med disse dataene kan vi følge hver enkelt person både før og etter at de har deltatt i kurs eller videreutdanning.

• Opheim, Vibeke & Wiborg, Øyvind (2012). Resultater fra en spørreundersøkelse blant elever og lærere på 9. trinn og i videregående trinn 1: Delrapport 4 fra prosjektet 'Ressurser og resultater i grunnopplæringen'. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272188817. Fulltekst i vitenarkiv Vis sammendrag

  Dette er fjerde delrapport fra prosjektet 'Ressurser og resultater i grunnopplæringen'. Hensikten med rapporten er å undersøke elevers læringssituasjon på skolen og i klasserommet. Rapporten tar utgangspunkt i funn fra tidligere delrapporter i prosjektet og drøfter følgende problemstillinger: Fører lærerstyrt undervisning til bedre skoleprestasjoner enn undervisning som er basert på gruppearbeid og andre former for mer elevaktiv undervisning? Fører mye evaluering og vurdering til lavere skoleprestasjoner? I hvilken grad har læringsmiljøet betydning for elevenes prestasjoner?

• Wiborg, Øyvind; Arnesen, Clara Åse; Grøgaard, Jens B.; Støren, Liv Anne & Opheim, Vibeke (2011). Elevers prestasjonsutvikling – hvor mye betyr skolen og familien? Andre delrapport fra prosjektet «Ressurser og resultater». NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187964. Fulltekst i vitenarkiv Vis sammendrag

  Ved å sammenlikne prestasjoner på to tidspunkter for de samme elevene, får vi mulighet til å undersøke betydningen av skolens bidrag til elevenes læringsutvikling (såkalte value-added analyser). Et viktig formål med rapporten er å undersøke skolens betydning for elevenes prestasjonsutvikling, men også andre forhold av betydning for elevenes prestasjonsutvikling blir analysert i denne rapporten, som er andre delrapport fra prosjektet 'Ressurser og resultater'. Hva betyr familie- og individkjennetegn for elevenes prestasjonsutvikling når vi tar hensyn til at elevene går på ulike skoler, og hvor mye betyr skolen når vi tar hensyn til at elevene har ulike ressurser i sitt hjem og nærmiljø?

• Caspersen, Joakim; Wiborg, Øyvind & Lødding, Berit (2011). Praksisutbytte? Kunnskapsoversikt om ungdoms utbytte av praksis i opplæringen. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187391. Fulltekst i vitenarkiv Vis sammendrag

  I dette prosjektet har tre problemstillinger vært retningsgivende for arbeidet. Selv om disse henger sammen, blir de presentert og omtalt hver for seg i det følgende. 1. Hvordan blir begrepene teori og praksis brukt og forstått i faglitteraturen og forskningen? 2. Hvilke praksisbaserte arbeidsmåter kan påvises å ha effekt på læringsutbytte, motivasjon, oppmøte og andre former for utbytte? 3. Hvilke forutsetninger må eventuelt være til stede for at "praksis" skal kunne få effekt?

• Wiborg, Øyvind; Sandven, Tore Vang & Skule, Sveinung (2011). Livslang læring i norsk arbeidsliv 2003-2010: Trender og resultater fra Lærevilkårsmonitoren. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187339. Fulltekst i vitenarkiv Vis sammendrag

  Formålet med denne første rapporten er primært å undersøke hvordan deltakelsen i ulike former for læring har utviklet seg fra 2003 til 2010 for ulike grupper i arbeidsmarkedet. Vi undersøker hvordan deltakelsen varierer med individuelle forhold som kjønn, alder, utdanning, og yrke. Vi undersøker også hvordan forhold knyttet til arbeidsplassen, som bedriftsstørrelse og bransje påvirker deltakelsen i ulike former for læring. I kommende rapporter vil vi undersøke nærmere hvorfor deltakelsen varierer mellom grupper, og effektene av å delta i ulike former for læring.

• Wiborg, Øyvind N (2011). Bound to rise? Intergenerational disadvantages in Norway. Faculty of social sciences, University of Oslo. Fulltekst i vitenarkiv

Se alle arbeider i NVA