In this article, Torkild Hovde Lyngstad and co-authors investigate interactions between polygenic indices for educational attainment and environmental levels. Their findings can be read below.
In this working paper, Tina Baier, Torkild Lyngstad and co-authors investigate whether intergenerational transmission reflects within-family processes or social inheritance. Their findings suggest that the effects of the environmental processes characterized as “nurture” are explained less by parents’ specific behaviors and more by dynastic stratification in environments relevant to success in school.
In this article, published in "Proceedings of the National Academy of Sciences", Martin Isungset, Torkild Lyngstad and co-authors approach the question of the influence of genetics and social environment on educational outcomes - in a Scandinavian welfare state.
In this article, Martin Isungset, Torkild Lyngstad and co-authors investigate if birth order differences in education are caused by genetic differences. Their findings show that birth order differences are not biological in origin, but pinning down their specific causes remains elusive.
In this article, Tina Baier, Torkild Lyngstad and co-authors address a shortcoming in previous research on intergenerational correlation of educational attainment, by adopting a Multiple-Children-of-Twin design and decompose the ICE into its environmental and genetic transmission mechanisms.
In this research article Tina Baier and her co-authors compare genetic influences on educational achievement and their social stratification across Germany, Norway, Sweden, and the United States.
In this working paper, Tina Baier focus on the extent to which parental separation affects genetic influences on educational attainment across 20th Century birth cohorts.
In this article published in European Sociological Review, Tina Baier and co-authors ask to what extent differences in education, occupational standing, and income are attributable to genes, and do genetic influences differ by parents’ socioeconomic standing? When in a children’s life course does parents’ socioeconomic standing matter for genetic influences, and for which of the outcomes, fixed at the different stages of the attainment process, do they matter most?
