Øyvind Nicolay Wiborg

• Bertnes Strømme, Thea & 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. doi: 10.1111/1468-4446.13091.
• 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. doi: 10.1080/14616696.2024.2310011.
• 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. p. 1–26. doi: 10.1080/14616696.2023.2197988.
• 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. Full text in Research Archive
• 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), p. 317–331. doi: 10.1093/esr/jcac052. Full text in Research Archive Show summary

  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. Full text in Research Archive Show summary

  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; Ball, Christopher; Chiaraluce, Cara; Dodel, Matías & Francis, Jessica [Show all 21 contributors for this article] (2021). Cascading Crises: Society in the Age of COVID-19. American Behavioral Scientist. ISSN 0002-7642. 65(12), p. 1608–1622. doi: 10.1177/00027642211003156. Full text in Research Archive
• Geven, Sara; Wiborg, Øyvind; Fish, Rachel E. & van de Werfhorst, Herman G. (2021). How teachers form educational expectations for students: A comparative factorial survey experiment in three institutional contexts. Social Science Research. ISSN 0049-089X. 100, p. 1–20. doi: 10.1016/j.ssresearch.2021.102599. Full text in Research Archive Show summary

  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.

• Grätz, Michael; Barclay, Kieron J.; Wiborg, Øyvind Nicolay; Lyngstad, Torkild Hovde; Karhula, Aleksi & Erola, Jani [Show all 9 contributors for this article] (2021). Sibling similarity in education across and within societies. Demography. ISSN 0070-3370. 58(3), p. 1011–1037. doi: 10.1215/00703370-9164021. Full text in Research Archive Show summary

  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.

• 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), p. 1721–1746. doi: 10.1177/00027642211003155. Full text in Research Archive
• 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), p. 381–394. doi: 10.1093/esr/jcz069. Show summary

  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. Show summary

  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.

• 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), p. 294–312. doi: 10.18261/issn.1504-7989-2018-04-04. Full text in Research Archive Show summary

  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 & 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, p. 53–63. doi: 10.1016/j.rssm.2018.06.006.
• Robinson, Laura; Wiborg, Øyvind N & Schulz, Jeremy (2018). Interlocking Inequalities: Digital Stratification Meets Academic Stratification. American Behavioral Scientist. ISSN 0002-7642. 62(9), p. 1251–1272. doi: 10.1177/0002764218773826.
• 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), p. 481–501. doi: 10.1111/1468-4446.12370. Full text in Research Archive
• Wiborg, Øyvind N (2017). Hvor er formuene i Oslo? Gylne ghettoer og deres utvikling over tid. In Ljunggren, Jørn (Eds.), Oslo - ulikhetenes by. Cappelen Damm Akademisk. ISSN 9788202521615. p. 105–120. 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

• Wiborg, Øyvind N (2017). Family Wealth and School Grades in Norway: exploring how immediate and extended family wealth matters for children's school performance. In Erola, Jani & Kilpi-Jakonen, Elina (Ed.), Social inequality across the generations - the role of compensation and multiplication in resource accumulation. Edward Elgar Publishing. ISSN 978-1-78643-255-1. p. 136–157. doi: 10.4337/9781786432568.00014.
• Helland, Håvard & Wiborg, Øyvind (2014). Retningsvalg i høyere utdanning – hvor langt faller eplet fra stammen? In Frølich, Nicoline; Hovdhaugen, Elisabeth & Terum, Lars Inge (Ed.), Kvalitet, kapasitet og relevans : Utviklingstrekk i norsk høyere utdanning. Cappelen Damm Akademisk. ISSN 978-82-02-45050-2. p. 162–184.
• Chan, Tak Wing; Birkelund, Gunn Elisabeth; Aas, Arne Kristian & Wiborg, Øyvind (2011). Social Status in Norway. European Sociological Review. ISSN 0266-7215. 27(4), p. 451–468. doi: 10.1093/esr/jcq019.
• Hansen, Marianne Nordli & Wiborg, Øyvind (2010). Klassereisen - mer vanlig i dag? In Dahlgren, Kenneth & Ljunggren, Jørn (Ed.), Klassebilder: Ulikhet og sosial mobilitet i Norge. Universitetsforlaget. ISSN 978-82-15-01580-4. p. 197–212.
• 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), p. 105–125. doi: 10.1177/0950017009353656.
• 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,.
• Wiborg, Øyvind & Hansen, Marianne Nordli (2009). Change over Time in the Intergenerational Transmission of Social Disadvantage. European Sociological Review. ISSN 0266-7215. 25(3), p. 379–394. doi: 10.1093/esr/jcn055.
• 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), p. 276–297. Full text in Research Archive

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• Ringdal, Kristen & Wiborg, Øyvind (2022). Lær deg Stata. 2 utgave. Fagbokforlaget. ISBN 9788245036831. 286 p.
• Ringdal, Kristen & Wiborg, Øyvind N (2017). LÆR DEG STATA. Fagbokforlaget. ISBN 978-82-450-2058-8. 295 p.

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• 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.
• 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.
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth and educational attainment – a three-generational study of young adults.
• 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.
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth, educational attainment and wealth formation – a three-generational study of young adults.
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth, educational attainment and wealth formation - a three generational study of young adults in Norway .
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2019). Family wealth, educational attainment and wealth formation - a three-generational study of young adults.
• Borgen, Nicolai T. & Wiborg, Øyvind N (2018). New tools, novel consequences: Testing unconditional quantile regression using simulated data.
• 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. .
• Hansen, Marianne Nordli & Wiborg, Øyvind N (2018). Family wealth and educational attainment - a three generational study of young adults in Norway.
• Madsen, Aleksander Årnes & Wiborg, Øyvind N (2017). Norwegian teachers and wages. Why do men earn more than women?
• 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 .
• Madsen, Aleksander Årnes & Wiborg, Øyvind N (2016). Gender wage gap among Norwegian teachers - trends and mechanisms .
• Wiborg, Øyvind N (2016). Parental wealth and children’s school performance –using family fixed effects with a new unconditional quantile regressions approach.
• Wiborg, Øyvind N (2014). Increased meritocratic selection over time? A sibling correlation study of twins and regular siblings.
• Wiborg, Øyvind N & Hansen, Marianne Nordli (2014). Wealth inequality during the life course - a study based on sibling correlations.
• 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.
• Wiborg, Øyvind N & Hansen, Marianne Nordli (2013). Trends in the total impact of family background - new evidence based on sibling correlations.
• Helland, Håvard & Wiborg, Øyvind (2013). Social reproduction through choice of educational field.
• Skule, Sveinung; Børing, Pål & Wiborg, Øyvind (2013). Voksnes læring - deltakelse og effekter.
• Skule, Sveinung & Wiborg, Øyvind (2011). Blir det mindre læring i arbeidslivet? Resultater fra Lærevilkårsmonitoren 2003-2010.
• 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.
• Wiborg, Øyvind N; Schultz, Jeremy & Robinson, Laura (2011). Informational Exclusion and Precarious Futures-The Experiences of Informationally Disadvantaged American Youths.
• Wiborg, Øyvind (2009). Sosial bakgrunn og marginalisering: endring over tid?
• Hansen, Marianne Nordli & Wiborg, Øyvind (2008). Fattigdommens system. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• 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. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-7218-899-2.
• Børing, Pål; Wiborg, Øyvind & Skule, Sveinung (2013). Livslang læring i norsk arbeidsliv: Hvorfor varierer deltakelsen? Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-7218-898-5.
• 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'. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-7218-881-7.
• 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 978-82-7218-796-4.
• Caspersen, Joakim; Wiborg, Øyvind & Lødding, Berit (2011). Praksisutbytte? Kunnskapsoversikt om ungdoms utbytte av praksis i opplæringen. NIFU. ISSN 978-82-7218-739-1.
• Wiborg, Øyvind; Sandven, Tore Vang & Skule, Sveinung (2011). Livslang læring i norsk arbeidsliv 2003-2010: Trender og resultater fra Lærevilkårsmonitoren. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-7218-733-9.
• Wiborg, Øyvind N (2011). Bound to rise? Intergenerational disadvantages in Norway. Faculty of social sciences, University of Oslo. ISSN 1504-3991.

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