Determined to succeed? Maturation, Motivation and Gender Gaps in Educational Achievement

Project period January 2019–April 2025

Project employer Norges forskningsråd

Project nr. 10295 // NFR: 283603

Project leader Liza Reisel

Photo: Colourbox.com.

Project Background

In Norway and most industrialized countries, girls get better school grades than boys. As they grow older, young women outperform young men in terms of grades and graduation in upper secondary education, as well as enrollment in, and graduation from, higher education. Currently, about 60 per cent of the students at most Norwegian universities are women.

Project Aim

The project aims to further our understanding of why boys may be lagging behind girls, or, in other words, why girls seem to be doing consistently better than boys in school. The project combines insights from various disciplines: sociology, economics, political science and medical science. We study two possible mechanisms – differences in maturity, and differences in motivation – and investigate how these interact with the school system, the labor market and student characteristics. We also study how gender differences in education has changed over time, as well as how the policy debates on the topic have developed over time.

Project Plan

The project consists of three main parts:

1. The Maturation Channel

In Part I, the maturation channel, we study to what extent the timing of maturation for girls and boys can help explain the gender achievement gap in education. We also analyze the interplay between the gender difference in maturity and educational tracking, as well as potential consequences of these gender differences for later education and labor market outcomes.

2. The Motivational Channel

In Part II, the motivation channel, we study education as investment, using cross-national data on academic performance and labor market outcomes. We study to what extent the gender gap in educational achievement can be explained by systematic variation in the value of good grades in gender segregated labor markets.

3. Historical Development: Differences and Policy Debates

Finally, Part III investigates the national and international policy debates about the gender gap in education, as well as the historical development of the phenomenon over the course of the 20th century, so that we can better understand the problem we are attempting to solve.

The project is also part of CORE – Centre for Research on Gender Equality at the Institute for Social Research.

Participants

Participant	Phone	E-mail
Sara Cools Research Professor	+47 984 96 736	sara.cools@samfunnsforskning.no
Cathrine Holst Affiliated Professor	+47 22 85 88 89	cathrine.holst@ifikk.uio.no
Liza Reisel Research Professor	+47 975 71 460	liza.reisel@samfunnsforskning.no
Marianne Røed Research Professor	+47 480 39 594	marianne.roed@samfunnsforskning.no
Pål Schøne Research Professor	+47 986 22 125	pal.schone@samfunnsforskning.no
Sara Seehuus Senior Research Fellow	+47 934 08 292	sara.seehuus@samfunnsforskning.no
Mari Teigen Research professor, Director CORE – Centre for Research on Gender Equality	+47 482 07 137	mari.teigen@samfunnsforskning.no
Camilla Stoltenberg (Folkehelseinstituttet)
Per Magnus (Folkehelseinstituttet)
Andreas Kotsadam (Frischsenteret)
Jørgen Modalsli (Statistisk sentralbyrå)
Paul Attewell (City University of New York)
Atika Khurana (University of Oregon)

Reisel, Liza & Khurana, Atika (2026). Sex differences in academic achievement in US adolescents: the role of maturation and impulse control. Social Forces. doi: 10.1093/sf/soag120. Full text in Research Archive Show summary
Abstract This study investigates mechanisms underlying girls’ academic advantage over boys by examining the role of physical and pubertal maturation. Using longitudinal data from the Add Health study, we analyzed whether sex differences in maturation explain girls’ higher grade 10 GPAs, and whether these associations are mediated by planfulness or impulse control. Path analysis revealed that females’ higher GPAs were partially explained by their advanced physical maturation as rated by the interviewer (explaining 2.4 percent) and greater impulse control (explaining 7.7 percent), controlling for cognitive ability and other potential confounders. Still, a significant direct effect of biological sex on GPA remained, suggesting additional unexplained mechanisms. Planfulness predicted GPA but did not vary by sex, and neither planfulness nor impulse control were associated with perceived relative maturation.
Seehuus, Sara (2026). The value of good grades. Gender and social origin differences in returns to lower secondary school performance. Journal of Education and Work. p. 1–22. doi: 10.1080/13639080.2026.2647261. Full text in Research Archive
Flatø, Martin; Bratsberg, Bernt Magne; Kotsadam, Andreas; Torvik, Fartein Ask; Røgeberg, Ole & Stoltenberg, Camilla (2025). Ready for school? Effects on school starters of establishing school psychology offices in Norway. Education Economics. p. 1–19. doi: 10.1080/09645292.2025.2588588. Full text in Research Archive Show summary
We consider long-term impacts of establishing school psychology offices in Norway. In the 1960s, these offices assessed school readiness resulting in increased postponement of schooling for children born late in the year. We find a positive effect of establishing offices in the 1967–1970 period on adult income, with stronger effects for younger children in each cohort, males, and children in low-income families. After a legislative change in 1976, the offices could reject applications for delayed school entry. In this period, we find no overall benefits of establishing an office, and negative effects on adult earnings for males and disadvantaged children.
Reisel, Liza (2025). Primary and Secondary Effects of Gender on Educational Attainment: Toward a Better Understanding of the Academic Underachievement of Boys. Socius: Sociological Research for a Dynamic World. 11. doi: 10.1177/23780231251367066. Full text in Research Archive Show summary
Gender segregation in the labor market is closely related to gender-segregated educational choices. Male- and female-typed fields of study are typically associated with different educational requirements. Educational and occupational aspirations may therefore influence how boys and girls invest in education. The author investigates how gender-typed occupational aspirations and gender differences in educational expectations may help explain the gender gaps in academic performance and educational attainment in Norway. Educational attainment among 1,076 youth born in 1992 is examined using a longitudinal survey linked to register data. The findings show that educational expectations and male-typed occupational aspirations explain about one third of the gender gap in grade point average in 10th grade. Moreover, comparing boys and girls with similar grade point averages, expectations and aspirations account for 52 percent of the gender gap in college completion by 28 years of age. Notably, having male-typed occupational aspirations alone explain 37 percent to 43 percent of the gap, depending on whether educational expectations are accounted for.
Cools, Sara (2025). Older sisters and younger siblings: How is school performance affected by sibling gender? Economics of Education Review. 109, p. 102709–102709. doi: 10.1016/j.econedurev.2025.102709. Full text in Research Archive Show summary
I investigate how having an older sister rather than brother matters for the school performance of younger siblings, using administrative register data for Norwegian school children. Having an older sister improves second borns’ grade point average at the end of compulsory education by 2.6 percent of a standard deviation. The older sister advantage is roughly equal in size for second born boys and girls, and across subjects. Further analyses indicate that mode of evaluation matters, while the size of the subject-specific gender gap does not. Investigations into mechanisms suggest transmission of social and/or language skills from older to younger siblings.
Flatø, Martin; Lee, D. Susie; Kinge, Jonas Minet; Magnus, Maria Christine; Ramlau-Hansen, Cecilia Høst & Myrskylä, Mikko (2025). The changing social gradient in age at menarche across cohorts and generations in Norway. MPIDR Working Paper. doi: 10.4054/MPIDR-WP-2024-035. Full text in Research Archive Show summary
Age at menarche (AAM) is an important milestone in women's life-courses. A secular decline in AAM has raised concerns, as early AAM has been associated with adverse health and social outcomes. Still, it remains unclear whether the decline differs by socio-economic position (SEP) and drivers of such differences. Using data from 122,826 Norwegian women born 1960-2008 whose childhood SEP was assessed from registers, we document a declining trend and a growing positive social gradient in AAM. We further used a balanced panel of 10,896 mother-daughter dyads in the Norwegian Mother, Father and Child Cohort Study (MoBa) to decompose the inter-generational decline in AAM within each income quintile into within-family and between-family components. Mean AAM declined by 0.44 years in the lowest quintile compared to 0.24 years in the highest quintile, but there was no systematic difference between the quintiles in the within-family component. This suggests that factors operating through childhood conditions to causally affect AAM have similar impacts across SEPs. Rather, we find earlier AAM among mothers whose children grow up in a low SEP than for mothers who themselves had low SEP during childhood, which suggests that maternal selection is the main mechanism for the emerging gradient.
Røed, Marianne; Schøne, Pål & Strøm, Marte (2025). How important is girls’ ‘Biological Head Start’ in explaining gender differences in education and the labour market? Economics and Human Biology. 56. doi: 10.1016/j.ehb.2024.101466. Full text in Research Archive Show summary
We investigate whether gender differences in physical maturity during adolescence can explain gender differences in educational and labour market performance. Using survey data with measures of physical maturity linked to register data on education and labour market outcomes, we analyse the importance of physical maturity for gender differences in both the short and long terms. The results show that that gender differences in physical maturity partially explain both the gender gap in educational performance (in girls’ favour) and the gender gap in labour market outcomes at age 33 (in boys’ favour). Taken together, the results suggest that girls’ physical head start gives them an advantage in the schooling system and that this advantage continues long into adulthood, indicating that the head start has long-lasting cumulative effects on learning.
Holst, Cathrine & Teigen, Mari (2024). The “boy problem” in public policy. Politics & Policy. doi: 10.1111/polp.12570. Full text in Research Archive Show summary
The article investigates how gender differences in school performance are conceptualized in recent Swedish and Norwegian public commission reports against the backdrop of an increasing public focus on “problem boys” and boys' underachievement in school as a policy challenge. We found substantive country differences, despite regime similarities and the considerable level of gender equality norms and policy diffusion within the Nordic region. Whereas Swedish reports address gender differences in school performance and behavior equipped with radical feminist perspectives and theories of patriarchal oppression, Norwegian reports largely avoid explicit references to feminist theory and include analyses of the unfair burdens of boys in school and society. It is argued that the diverging approaches are connected to features of the commissions and of the wider knowledge regimes of the two gender equality forerunners, but also to historical differences in the ideological underpinnings of Swedish and Norwegian gender equality policy making.
Dressel, Joanna; Attewell, Paul; Reisel, Liza & Østbakken, Kjersti Misje (2024). Characteristics or Returns: Understanding Gender Pay Inequality among College Graduates in the USA. Work, Employment and Society. doi: 10.1177/09500170241245329. Full text in Research Archive Show summary
Explanations for the persistent pay disparity between similarly qualified men and women vary between women’s different and devalued work characteristics and specific processes that result in unequal wage returns to the same characteristics. This article investigates how the gender wage gap is affected by gender differences in detailed work activities among full-time, year-round, college-graduate workers in the US using decomposition analysis in the National Survey of College Graduates. Differences in men’s and women’s characteristics account for a majority of the gender wage gap. Additionally, men and women receive different returns to several characteristics: occupational composition, marriage and work activities. While men are penalized more than women for having teaching as their primary work activity, women receive lower rewards for primary work activities such as finance and computer programming. The findings suggest that even with men and women becoming more similar on several characteristics, unequal returns to those characteristics will stall progress towards equality.
Seehuus, Sara Marie Jorunn & Strømme, Thea Bertnes (2024). Gendered Returns to Education: The Association between Educational Attainment, Gender Composition in Field of Study and Income. Sociology. p. 1–21. doi: 10.1177/00380385241303448. Full text in Research Archive Show summary
Women’s higher college completion rates and greater economic returns to education are regarded as a pathway towards economic gender equality. However, gender-segregated educational choices contribute to persisting gender segregation in the labour market and the gender pay gap. Few studies have explored how the returns to education vary based on the gender composition of fields of study. Using comprehensive register data from Norway, this study examines the link between income and gender-typed fields of study across education levels. Consistent with prior research, we find that women experience larger relative returns to higher education, indicating that women have more to gain from investing in education. Moreover, female-dominated fields yield lower returns compared with gender-balanced and male-dominated fields across all education levels. Lastly, and contrary to the ‘glass escalator’ notion, the economic penalty associated with female-dominated education is greater for men than for women.
Hart, Rannveig Kaldager & Holst, Cathrine (2024). What About Fertility? The Unintentional Pro-natalism of a Nordic Country. Social Politics: International Studies in Gender, State and Society. 31(3), p. 429–454. doi: 10.1093/sp/jxad033. Full text in Research Archive Show summary
Abstract Combining high birth rates with gender equality and women’s reproductive choice is often put forward as a Nordic success story. We analyze Norwegian governmental commission reports delivered 1984–2017, tracing how fertility issues are approached in policy-making under shifting demographic conditions. We focus on four key topics—pro-natalism, individual versus societal level effects of policies, socioeconomic differences in fertility, and immigration. We see little or no attention given to the fact that policy effects may vary by class background or preferences. Relatively high fertility is considered positive, but pro-natalist intent is downplayed or absent, even when fertility is falling. We connect these findings to the distinctive Nordic dual earner/care-giver model, a historical legacy of “unintentional” pro-natalism, and features of the commission system. We call for more interchange between demography and institutionalist scholarship and argue that questions of macro-level fertility effects of family policies could be better handled in a more explicit debate.
Reisel, Liza & Seehuus, Sara Marie Jorunn (2023). Unpacking the logics of gendered educational choices: 10th graders’ evaluation of appropriate educational tracks. Educational review (Birmingham). doi: 10.1080/00131911.2023.2182762. Full text in Research Archive Show summary
This study aims to unpack one element of the logics of gendered educational choices, namely how cultural beliefs about gender can shape young people’s judgements about gendered educational tracks. Through a survey experiment conducted among secondary school students in Oslo, Norway, we assess respondents’ judgements about fictitious students’ “appropriate” educational choices presented through short vignettes. The study investigates how judgements vary according to the gender of the fictitious students, as well as respondents’ gender and their gender essentialist beliefs. The results indicate that devaluation of female-typed work play a role in young people’s judgements about educational tracks. Boys and girls alike seem to award male-typed vocational education and general college preparatory education higher status than female-typed vocational education. Nonetheless, vignette boys are more strongly advised against choosing female-typed vocational programmes than vignette girls with the same characteristics. This pattern is evident regardless of respondents’ essentialist beliefs. Thus, both devaluation and gender stereotypical expectations pull in the same direction for boys, against entering female-typed education in upper secondary school. Furthermore, the findings indicate that gender essentialism works asymmetrically. Respondents with gender essentialist beliefs are more likely to advise girls not to choose male-typed vocational programmes. However, we did not find evidence that respondents, including those who otherwise express gender essentialist beliefs, believe that female-typed vocational educational choices are appropriate for women simply because they are women.
Myklebust, Runa Brandal; Seehuus, Sara Marie Jorunn & Strømme, Thea Bertnes (2021). Betydningen av kjønn og skoleprestasjoner for utdannings- og arbeidsmarkedsutfall. In Krumsvik, Rune Johan (Eds.), Hva vet vi om skoleprestasjoner? Ulike perspektiver på skolegang og skoleprestasjoner. Fagbokforlaget. p. 229–245. Full text in Research Archive
Torvik, Fartein Ask; Flatø, Martin; McAdams, Tom A.; Colman, Ian; Silventoinen, Karri & Stoltenberg, Camilla (2021). Early Puberty Is Associated With Higher Academic Achievement in Boys and Girls and Partially Explains Academic Sex Differences. Journal of Adolescent Health. 69(3), p. 503–510. doi: 10.1016/j.jadohealth.2021.02.001. Full text in Research Archive Show summary
Purpose On average, boys have lower academic achievement than girls. We investigated whether the timing of puberty is associated with academic achievement, and whether later puberty among boys contributes to the sex difference in academic achievement. Method Examination scores at age 16 were studied among 13,477 British twins participating in the population-based Twins Early Development Study. A pubertal development scale, a height-based proxy of growth spurt, and age at menarche were used as indicators of puberty. Associations between puberty, sex, and academic achievement were estimated in phenotypic mediation models and biometric twin models. Results Earlier puberty was associated with higher academic achievement both in boys and girls. The exception was early age at menarche in girls, which associated with lower academic achievement. More than half of the sex differences in academic achievement could be linked to sex differences in pubertal development, but part of this association appeared to be rooted in prepubertal differences. The biometric twin modelling indicated that the association between puberty and academic achievement was due to shared genetic risk factors. Genetic influences on pubertal development accounted for 7%–8% of the phenotypic variation in academic achievement. Conclusions Pubertal maturation relates to the examination scores of boys and of girls. This can give genes related to pubertal maturation an influence on outcomes in education and beyond. Sex differences in pubertal maturation can explain parts of the sex difference in academic achievement. Grading students when they are immature may not accurately measure their academic potential.
Brandlistuen, Ragnhild Eek; Flatø, Martin; Stoltenberg, Camilla; Helland, Siri Saugestad & Wang, Mari Vaage (2020). Gender gaps in preschool age: A study of behavior, neurodevelopment and pre-academic skills. Scandinavian Journal of Public Health. p. 1–8. doi: 10.1177/1403494820944740. Full text in Research Archive

View all works in NVA

Reisel, Liza & Seehuus, Sara (2023). Are Gender Gaps in Education Leaving Less Educated Men Behind in the Labor Market? Institutt for samfunnsforskning. Full text in Research Archive
Reisel, Liza & Seehuus, Sara (2022). Flere kvinner enn menn i høyere utdanning. Institutt for samfunnsforskning. Full text in Research Archive

View all works in NVA

Reisel, Liza; Rogne, Adrian Farner & Seehuus, Sara (2025). Gender and long-term trends in educational attainment, income and returns to education in Norway. SocArXiv. doi: 10.31235/osf.io/q5cb8_v1. Full text in Research Archive Show summary
This study addresses the economic returns to education among men and women in Norway, during five decades of changing and widening gender disparities in educational attainment. We ask how gender differences in educational attainment and returns have contributed to change and persistence in the gender income gap, and whether young men have started trailing behind due to women’s relative gains in higher education. While rising real incomes have contributed to a narrowing relative income gap, the absolute gap has decreased more slowly. In the past decade, both real incomes and the gender income gap have stagnated. Our results show that while both men and women in Norway have increased their education levels, women’s gains have been mainly in higher education, while men’s gains have disproportionately been in vocational upper secondary education. Contrary to the situation in the US and other liberal market economies, income growth among men with vocational education in Norway has recently outpaced every other group, resulting in a decreasing college premium, particularly among men. Women’s relative gains in higher education are partly offset by their lower incomes at all education levels, and the relatively strong income growth among men with vocational degrees. Decomposition analyses confirm these patterns.
Beck, Kathryn Christine; Reisel, Liza & Torvik, Fartein Ask (2025). Forskere er uenige om fleksibel skolestart. [Journal]. Kilden. Full text in Research Archive Show summary
Opptakssystemet favoriserer de eldste skolebarna, slår forsker fast. Er fleksibel skolestart løsningen?
Flatø, Martin; Torvik, Fartein Ask; Monstad, Karin & Stoltenberg, Camilla (2025). Vi har et skrikende behov for kunnskap om barn. doi: https:/www.altinget.no/artikkel/vi-har-et-skrikende-behov-for-kunnskap-om-barn. Full text in Research Archive Show summary
Fallende skoleprestasjoner og økt fravær avdekker et skrikende behov for kunnskap for å møte vår tids utfordringer. Til det trenger vi registre fra skoler og barnehager, skriver Martin Flatø, Fartein Ask Torvik, Karin Monstad og Camilla Stoltenberg.
Stoltenberg, Camilla (2025). Nasjonale individregistre for barn. [TV]. Dagsnytt 18. Full text in Research Archive
Strøm, Marte; Røed, Marianne & Schøne, Pål (2025). Tidlig modning gir små kjønnsforskjeller i karakterer. [Journal]. Kilden. Full text in Research Archive
Seehuus, Sara (2025). Kvinner tjener mest på å ta høyere utdanning. [Internet]. kifinfo. Full text in Research Archive
Reisel, Liza & Khurana, Atika (2025). Sex differences in maturation, impulse control and academic achievement in US adolescents. Full text in Research Archive
Strømme, Thea Bertnes; Røberg, Karl Ingar Kittelsen & Seehuus, Sara Marie Jorunn (2025). Gendered Dropout in Higher Education. Peer effects or gender typing? Full text in Research Archive
Birkelund, Gunn Elisabeth; Reisel, Liza & Larsen, Edvard Nergård (2024). Forskere: Kvinner diskrimineres ikke lenger i ansettelsesprosesser. [Journal]. Morgenbladet. Full text in Research Archive
Reisel, Liza; Rogne, Adrian Farner; Salvanes, Kari Vea & Seehuus, Sara Marie Jorunn (2024). Are Gender Gaps in Education Leaving Less Educated Men Behind in the Labor Market? Full text in Research Archive
Reisel, Liza (2024). Uenighet i Mannsutvalget om hva som er årsaken til gutters dårlige skoleprestasjoner. [Journal]. Dagens næringsliv. Full text in Research Archive
Reisel, Liza & Khurana, Atika (2024). Do differences in maturation and impulse control explain sex differences in academic achievement? Full text in Research Archive
Reisel, Liza (2024). En likestillingspolitikk for alle - Nye forståelser av menns likestillingsutfordringer. Full text in Research Archive
Holst, Cathrine (2024). Hvor er likestillingen på vei? Full text in Research Archive
Flatø, Martin (2024). Kjønnsforskjeller i utdanning og arbeidsliv. Full text in Research Archive
Flatø, Martin; Lee, D. Susie; Kinge, Jonas Minet; Magnus, Maria Christine; Ramlau-Hansen, Cecilia Høst & Myrskylä, Mikko (2024). The Changing Social Gradient in Age at Menarche across Cohorts and Generations in Norway. Full text in Research Archive
Flatø, Martin; Lee, D. Susie; Kinge, Jonas Minet; Magnus, Maria Christine; Myrskylä, Mikko & Ramlau-Hansen, Cecilia Høst (2024). The Changing Social Gradient in Age at Menarche across Cohorts and Generations in Norway. Full text in Research Archive
Flatø, Martin & Lee, D. Susie (2024). The changing social gradient in age at menarche across cohorts and generations in Norway. Full text in Research Archive
Røed, Marianne; Schøne, Pål & Strøm, Marte (2024). How Important is the “Biological Head Start” of Girls for Explaining Gender Differences in Education and the Labor Market? Full text in Research Archive Show summary
We analyze if gender differences in physical maturity in adolescence can explain gender differences in educational and labor market performance. Using linked survey data with measures of physical maturity and register data on education and labor market outcomes, we are able to analyse the importance of physical maturity on gender differences in both the short and long term. Results show that that gender differences in physical maturity explain part of the gender gap in educational performance (in girls favor), and the gender gap in labor market outcomes at age 33 (in boys favor). Taken together, the results suggest that girls’ physical head start gives them an advantage in the schooling system, and the advantage prevails long into adulthood, indicating that the head start has long-lasting cumulative effects on learning.
Reisel, Liza (2024). Menn, kjønn og likestilling - Nye forståelser av menns likestillingsutfordringer. Full text in Research Archive
Holst, Cathrine (2024). Tru og tvil. Dag og Tid. Full text in Research Archive
Holst, Cathrine (2024). The Nordics' victorious family policies, but stagnant gender equality. Comments to lecture by Honorary Doctor Trond Petersen. Full text in Research Archive
Holst, Cathrine (2024). Nordisk likestillingspolitikk - kan den eksporteres? Full text in Research Archive
Holst, Cathrine (2024). Likestilling i Norden - hvilken rolle spiller EU? Full text in Research Archive
Cools, Sara (2024). Older Sisters and Younger Siblings: How is School Performance Affected by Sibling Gender? Social Science Research Network (SSRN). Full text in Research Archive
Reisel, Liza & Teigen, Mari (2024). Menns likestillingsutfordringer løses ikke med synsing. Full text in Research Archive
Sandberg, Thora Bjørke & Reisel, Liza (2024). Hvordan står det til med «mannen»? [Journal]. sosiologen.no. Full text in Research Archive
Torvik, Fartein Ask; Flatø, Martin; Reme, Bjørn-Atle & Stoltenberg, Camilla (2023). Derfor forsker FHI på gutter i skolen. p. 30–30. Full text in Research Archive
Reisel, Liza (2023). Aspirations and gender segregation: how to better understand the gender gaps in academic performance. Full text in Research Archive
Reisel, Liza (2023). Gender segregation in vocational education and training: The last frontier? Full text in Research Archive
Reisel, Liza (2023). Studier med guttepoeng er tredoblet. [Journal]. Klassekampen. Full text in Research Archive
Reisel, Liza & Seehuus, Sara (2023). Kjønn og inntekt: Konklusjonen blir den samme om vi ser på timelønn. Morgenbladet. Full text in Research Archive
Reisel, Liza & Seehuus, Sara Marie Jorunn (2023). Kjønn og inntekt: Konklusjonen blir den samme om vi ser på timelønn. Morgenbladet. Full text in Research Archive
Reisel, Liza (2023). Feil om gutter og tidlig død. Morgenbladet. Full text in Research Archive
Reisel, Liza & Seehuus, Sara (2023). Likestillingsdebatten om gutter og menn er umoden. Full text in Research Archive
Reisel, Liza (2023). Uenighet om "guttekrise": Nye tall om kjønn og norsk arbeidsmarked. [Journal]. Morgenbladet.no. Full text in Research Archive
Barth, Erling; Reisel, Liza & Østbakken, Kjersti Misje (2023). Norge har ikke lenger et av de mest kjønnsdelte arbeidsmarkedene i Europa. Full text in Research Archive
Reisel, Liza & Seehuus, Sara (2023). Men’s and women’s earnings 1980-2020. Are gender gaps in education leaving men with less education behind? Full text in Research Archive
Flatø, Martin & Torvik, Fartein Ask (2023). Kjønnsforskjeller i modenhet. Full text in Research Archive
Seehuus, Sara Marie Jorunn (2023). Female Advantage or Compensation? Gender and Social Origin Differences in Returns to School Performance in Norway. Full text in Research Archive
Torvik, Fartein Ask; Flatø, Martin & Stoltenberg, Camilla (2023). Derfor må fleksibel skolestart prøves ut. Aftenposten (morgenutg. : trykt utg.). Full text in Research Archive
Reisel, Liza (2023). Hvorfor velger gutter og jenter så ulikt og hva bidrar til endring? Full text in Research Archive
Stoltenberg, Camilla; Torvik, Fartein Ask & Flatø, Martin (2023). Guttekrise? Søkelys på kjønn løser ikke alle problemer, men kanskje noen. Dagens næringsliv. Full text in Research Archive
Torvik, Fartein Ask; Reeves, Richard; Reisel, Liza; Flatø, Martin; Seehuus, Sara Marie Jorunn & Solli, Ingeborg Caroline Foldøy [Show all 8 contributors for this article] (2023). Seminar on Men’s Equity: Education, Earnings, Health and Fertility. Full text in Research Archive
Flatø, Martin (2023). Kjønnsforskjeller i skoleprestasjoner og utdanning. Full text in Research Archive
Flatø, Martin; Bratsberg, Bernt Magne; Kotsadam, Andreas; Torvik, Fartein Ask; Røgeberg, Ole Jørgen & Stoltenberg, Camilla (2023). Ready for School? Effects on School Starters of Establishing School Psychology Offices in Norway. CESifo Working Papers. Full text in Research Archive
Flatø, Martin (2023). Strid om fleksibel skolestart. [TV]. NRK Dagsnytt 18. Full text in Research Archive
Stoltenberg, Camilla; Torvik, Fartein Ask & Flatø, Martin (2023). «Guttekrisen» kan ikke avlyses – hverken helt eller nesten. Full text in Research Archive
Flatø, Martin (2023). Forskning på gutters utfordringer i skolen: Årsaker, konsekvenser og tiltak. Full text in Research Archive
Flatø, Martin (2023). Menn og det moderne arbeidslivet. Full text in Research Archive
Flatø, Martin (2023).  Ready for School? Effects on school starters of establishing school psychology offices in Norway. Full text in Research Archive
Seehuus, Sara & Myklebust, Runa Brandal (2023). Kjønnsdelte utdanningsvalg og mannsunderskuddet i høyere utdanning. Full text in Research Archive
Seehuus, Sara (2023). Gutter trenger ikke å få like gode karakterer som jenter. [Internet]. Forskning.no. Full text in Research Archive
Seehuus, Sara (2023). Kjønnsdelte utdanningsvalg – endring og stabilitet. Full text in Research Archive
Seehuus, Sara (2023). Enda skjevere kjønnsfordeling. — Regjeringen må ta dette på alvor. [Internet]. Khrono. Full text in Research Archive
Modalsli, Jørgen; Cools, Sara & Strøm, Marte (2023). Occupational change, income growth and inequality in Norway, 1980-2019. Full text in Research Archive
Torvik, Fartein Ask (2022). Skolegang, psykisk helse og utenforskap med fokus på gutter. Full text in Research Archive
Torvik, Fartein Ask (2022). Ulikhet i skoleprestasjoner: – Veldig vanskelig å forklare bort kjønn. [Journal]. Morgenbladet. Full text in Research Archive
Seehuus, Sara (2022). "Han har en av landets best betalte jobber. Se i hvilke 100 yrker du tjener mest". [Journal]. Aftenposten. Full text in Research Archive
Seehuus, Sara (2022). Lemet Máhtte (21) håper flere mannlige forbilder på kvinnedominerte utdanninger. [Internet]. NRK. Full text in Research Archive
Teigen, Mari (2022). Kvinners rettigheter og likestilling, forelesning på Utenriksdepartementets kurs. Full text in Research Archive
Seehuus, Sara (2022). Jenter har vært i klart flertall i høyere utdanning de siste 20 årene. [Internet]. Khrono. Full text in Research Archive
Teigen, Mari (2022). Man kan få inntrykk av at nå er det gutta som er taperne i samfunnet. [Journal]. Morgenbladet. Full text in Research Archive
Flatø, Martin (2022). Menns helse og utenforskap. Full text in Research Archive
Reisel, Liza (2022). Hva om jenter for bedre karakterer fordi de må? [Journal]. Morgenbladet.no. Full text in Research Archive
Reisel, Liza (2022). Mannsutvalget skal prøve å løse "gutteproblemet" i høyere utdanning. [Internet]. Khrono. Full text in Research Archive
Reisel, Liza (2022). Ni av ti i Theas bransje er menn. [Internet]. Avisa Oslo. Full text in Research Archive
Reisel, Liza (2022). Hvorfor velger gutter og jenter så ulikt og hva skal til for å få til endring? Full text in Research Archive
Reisel, Liza (2022). Hva betyr kjønnsdelte utdanningsvalg for det grønne skiftet? Full text in Research Archive
Teigen, Mari (2022). Menn i motvind. Full text in Research Archive
Torvik, Fartein Ask (2021). Tidlig pubertet, bedre på skolen. Ekko/Nyhetsmorgen. [Radio]. NRK P2. Full text in Research Archive
Stoltenberg, Camilla (2021). Longitudinal data for gender, education and health. Full text in Research Archive
Stoltenberg, Camilla (2021). Debatt om gutter, frafall og lesing. Full text in Research Archive
Reisel, Liza (2021). Mannsdominert yrke - Jeg skulle bli frisør, men endte som blikkenslager. [Journal]. KK. Full text in Research Archive
Reisel, Liza (2021). Kjønnsforskjeller i skoleprestasjoner og det kjønnsdelte arbeidsmarkedet. Full text in Research Archive
Teigen, Mari & Holst, Cathrine (2021). The boy problem in Swedish and Norwegian commission reports. Full text in Research Archive
Flatø, Martin (2021). Kjønnsforskjeller i skoleprestasjoner. Full text in Research Archive
Seehuus, Sara Marie Jorunn (2021). De fleste velger tradisjonelt, men Åsgeir (37) valgte helt annerledes. [Internet]. NRK. Full text in Research Archive
Reisel, Liza (2021). Hva betyr kjønnsdelte utdanningsvalg? Full text in Research Archive
Reisel, Liza (2021). Hva betyr kjønnsforskjeller i utdanning. Full text in Research Archive
Seehuus, Sara Marie Jorunn (2021). Nils Olav (24) går mot strømmen. Han er mannlig sykepleier. [Internet]. Dagen. Full text in Research Archive
Torvik, Fartein Ask; Flatø, Martin & Stoltenberg, Camilla (2021). Det bør vekke bekymring at gutter gjør det dårligere i skolen. Full text in Research Archive
Flatø, Martin; Torvik, Fartein Ask & Stoltenberg, Camilla (2020). Gode utdanningsvalg krever modenhet og muligheter. Full text in Research Archive

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Research topics: labour market, equality and gender, education

Published May 18, 2018 2:54 PM - Last modified June 8, 2026 10:33 AM