Thea Bertnes Strømme
Biographic Data
| ID | 295680 |
|---|---|
| NAME | Thea Bertnes Strømme |
| GIVEN NAMES | Thea Bertnes |
| FAMILY NAME | Strømme |
| SIGNATURE | STRØMME T B |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0001-6404-1272 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
A family affair: Cultural class and micro-class reproduction in academia
Academics occupy a privileged position in society. They enjoy high levels of status, above-average incomes, and play a vital role in both producing scientific knowledge and educating the future labour force. Yet, while the diversity of academics in terms of gender, ethnicity and internationalisation has long been prominent on the public and sociological agenda, the issue of class background has been comparatively absent. This gap has been partly …
Gendered dropout in higher education: Peer effects or gender typing
Previous research suggests that dropout in higher education is associated with educational gender segregation, as some studies have shown that being in a gender minority increases the likelihood of leaving a field of study. Using extensive population-wide data for 22 cohorts, we first analyze the correlation between present and historical gender composition and dropout using a linear probability model with propensity score matching; we then use m…
Stratified strategies? Gender, social background and access to selective fields in Norway
Fields of study are segregated along the lines of social class and gender. The most prestigious and selective professional fields, such as medicine or law, are persistently dominated by socially privileged students but have undergone a pronounced feminization in recent decades. We first investigate gender and SES differences in strategies, in admission chances and whether strategies mediate these differences. Second, we explore how gender and SES…
Gendered Returns to Education: The Association between Educational Attainment, Gender Composition in Field of Study and Income
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 ex…
Social origins and educational attainment: The unique contributions of parental education, class, and financial resources over time
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 educationa…
Social inequality in completion rates in higher education: Heterogeneity in educational fields
This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first-generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through ac…
Social inequality in dropout rates in higher education: Denmark and Norway
This article examines the association between students’ social class background, their completion of higher education and transfer between research-intensive universities and vocational-oriented university colleges in Denmark and Norway. We analyse comprehensive register data on the entire student population of the two countries and employ the Oslo Register Data Class Scheme (ORDC) that distinguishes class fractions with different compositions of…
The role of education and social background in the changing political involvement of adolescents - a comparative approach
Political involvement differs according to youngsters' social background, but the role of students' own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students' political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) - we investigate whether …
Advantages of upper-class backgrounds: Forms of capital, school cultures and educational performance
In this article, we chart connections between class and educational performance in comparatively egalitarian Norway. While viewing various forms of capital as integral parts of class background, we assess how educational performance is differentiated across the class structure. We use survey and register data to assess differences in grades in three school subjects - mathematics and spoken and written Norwegian - at the individual and school leve…
Historical change in an elite profession-Class origins and grades among law graduates over 200 years
This article explores the relationship between social class and educational achievement measured by grades among Norwegian law graduates over a span of 200 years. We argue that class inequalities may arise due to mechanisms favouring 'insiders', meaning students whose families have legal backgrounds. Alternatively, a broader category of students with origins in educated or elite families could also enjoy special advantages. Our results indicate t…
Vocational and academic decisions in ‘classed’ school environments
By studying population-wide panels of 10th graders in Norway, I investigate the association between the social class composition of cohorts in schools and choosing an academic as opposed to a vocational track at upper-secondary level. Two steps are used to study this relationship. First, I use multilevel models estimating the group level model simultaneously with the regression of the individual-level model. Second, by using 11 panels of 10th gra…
Educational aspirations and decisions in Barcelona, Spain and Bergen, Norway: The significance of class and class fractions
The article addresses the significance of class for educational aspirations and decisions among 2030 tenth graders in Barcelona, Spain and 2141 tenth graders in Bergen, Norway. By utilizing a class scheme that operationalizes horizontal as well as vertical class differences, I investigate the social stratification of aspirations to occupations requiring higher education and enrolment in tracks in upper secondary school. I find that vertical class…
Parents’ educational involvement: Types of resources and forms of involvement in four countries
Parents’ involvement in schooling and education is highly important for children’s results. Still, both levels of involvement and their effects vary according to social class. Previous research on educational reproduction within the family has, however, largely studied differences between the middle and the working class, and generally ignored differences in the composition of cultural and economic capital. In this article, we aim to fill this ga…
Historical change in an elite profession-Class origins and grades among law graduates over 200 years
This article explores the relationship between social class and educational achievement measured by grades among Norwegian law graduates over a span of 200 years. We argue that class inequalities may arise due to mechanisms favouring 'insiders', meaning students whose families have legal backgrounds. Alternatively, a broader category of students with origins in educated or elite families could also enjoy special advantages. Our results indicate t…
Parents’ educational involvement: Types of resources and forms of involvement in four countries
Parents’ involvement in schooling and education is highly important for children’s results. Still, both levels of involvement and their effects vary according to social class. Previous research on educational reproduction within the family has, however, largely studied differences between the middle and the working class, and generally ignored differences in the composition of cultural and economic capital. In this article, we aim to fill this ga…
Social origins and educational attainment: The unique contributions of parental education, class, and financial resources over time
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 educationa…
Educational aspirations and decisions in Barcelona, Spain and Bergen, Norway: The significance of class and class fractions
The article addresses the significance of class for educational aspirations and decisions among 2030 tenth graders in Barcelona, Spain and 2141 tenth graders in Bergen, Norway. By utilizing a class scheme that operationalizes horizontal as well as vertical class differences, I investigate the social stratification of aspirations to occupations requiring higher education and enrolment in tracks in upper secondary school. I find that vertical class…
Advantages of upper-class backgrounds: Forms of capital, school cultures and educational performance
In this article, we chart connections between class and educational performance in comparatively egalitarian Norway. While viewing various forms of capital as integral parts of class background, we assess how educational performance is differentiated across the class structure. We use survey and register data to assess differences in grades in three school subjects - mathematics and spoken and written Norwegian - at the individual and school leve…
Social inequality in completion rates in higher education: Heterogeneity in educational fields
This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first-generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through ac…
Vocational and academic decisions in ‘classed’ school environments
By studying population-wide panels of 10th graders in Norway, I investigate the association between the social class composition of cohorts in schools and choosing an academic as opposed to a vocational track at upper-secondary level. Two steps are used to study this relationship. First, I use multilevel models estimating the group level model simultaneously with the regression of the individual-level model. Second, by using 11 panels of 10th gra…
Educational aspirations and decisions in Barcelona, Spain and Bergen, Norway: The significance of class and class fractions
The article addresses the significance of class for educational aspirations and decisions among 2030 tenth graders in Barcelona, Spain and 2141 tenth graders in Bergen, Norway. By utilizing a class scheme that operationalizes horizontal as well as vertical class differences, I investigate the social stratification of aspirations to occupations requiring higher education and enrolment in tracks in upper secondary school. I find that vertical class…
Parents’ educational involvement: Types of resources and forms of involvement in four countries
Parents’ involvement in schooling and education is highly important for children’s results. Still, both levels of involvement and their effects vary according to social class. Previous research on educational reproduction within the family has, however, largely studied differences between the middle and the working class, and generally ignored differences in the composition of cultural and economic capital. In this article, we aim to fill this ga…
Historical change in an elite profession-Class origins and grades among law graduates over 200 years
This article explores the relationship between social class and educational achievement measured by grades among Norwegian law graduates over a span of 200 years. We argue that class inequalities may arise due to mechanisms favouring 'insiders', meaning students whose families have legal backgrounds. Alternatively, a broader category of students with origins in educated or elite families could also enjoy special advantages. Our results indicate t…
Advantages of upper-class backgrounds: Forms of capital, school cultures and educational performance
In this article, we chart connections between class and educational performance in comparatively egalitarian Norway. While viewing various forms of capital as integral parts of class background, we assess how educational performance is differentiated across the class structure. We use survey and register data to assess differences in grades in three school subjects - mathematics and spoken and written Norwegian - at the individual and school leve…
Social origins and educational attainment: The unique contributions of parental education, class, and financial resources over time
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 educationa…
Social inequality in completion rates in higher education: Heterogeneity in educational fields
This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first-generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through ac…
Social inequality in dropout rates in higher education: Denmark and Norway
This article examines the association between students’ social class background, their completion of higher education and transfer between research-intensive universities and vocational-oriented university colleges in Denmark and Norway. We analyse comprehensive register data on the entire student population of the two countries and employ the Oslo Register Data Class Scheme (ORDC) that distinguishes class fractions with different compositions of…
The role of education and social background in the changing political involvement of adolescents - a comparative approach
Political involvement differs according to youngsters' social background, but the role of students' own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students' political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) - we investigate whether …
Gendered dropout in higher education: Peer effects or gender typing
Previous research suggests that dropout in higher education is associated with educational gender segregation, as some studies have shown that being in a gender minority increases the likelihood of leaving a field of study. Using extensive population-wide data for 22 cohorts, we first analyze the correlation between present and historical gender composition and dropout using a linear probability model with propensity score matching; we then use m…
Stratified strategies? Gender, social background and access to selective fields in Norway
Fields of study are segregated along the lines of social class and gender. The most prestigious and selective professional fields, such as medicine or law, are persistently dominated by socially privileged students but have undergone a pronounced feminization in recent decades. We first investigate gender and SES differences in strategies, in admission chances and whether strategies mediate these differences. Second, we explore how gender and SES…
Gendered Returns to Education: The Association between Educational Attainment, Gender Composition in Field of Study and Income
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 ex…
A family affair: Cultural class and micro-class reproduction in academia
Academics occupy a privileged position in society. They enjoy high levels of status, above-average incomes, and play a vital role in both producing scientific knowledge and educating the future labour force. Yet, while the diversity of academics in terms of gender, ethnicity and internationalisation has long been prominent on the public and sociological agenda, the issue of class background has been comparatively absent. This gap has been partly …
Sociology (12 works) · Political science (11 works) · Demographic economics (10 works) · Psychology (10 works) · Economics (9 works) · Intergenerational and Educational Inequality Studies (9 works) · School Choice and Performance (7 works) · Social class (7 works) · Social science (7 works) · Norwegian (6 works)