Literature

Here you will find a list of publications that relates to gender, gender equality, social background and ethnic diversity in research, including higher education, youth's interests and results in STEM (Science, Technology, Engineering and Mathematics). 

The list primarily consists of publications which is based on a Norwegian context. International publications are also included, mainly related to ethnic diversity as a thematic area. This is because there is less research on this topic in Norway. To some extent, the list also include "grey" literature such as working papers. The list will be continuously updated. 

• Journal articles, book chapters
• Books
• Dissertations
• Research reports, policy briefs, offical reports
• Conference proceedings
• Master's theses

Journal articles, book chapters

Abrahamsen, B., & Drange, I. (2015). Ethnic Minority Students' Career Expectations in Prospective Professions: Navigating between Ambitions and Discrimination. Sociology, 49(2), 252-269.
Read the article

Abramo, G., Aksnes, D. W., & d’Angelo, A. C. (2021). Gender differences in research performance within and between countries: Italy vs Norway. Journal of Informetrics, 15(2), 101144.

Aksnes, D. W., Kahn, S., Reiling, R. B., & Ulvestad, M. E. S. (2024). Examining career trajectories of Norwegian PhD recipients: slower progression for women academics but not a leaky pipeline. Studies in Higher Education, 1–24.

Aksnes, D. W., Piro, F. N., & Rørstad, K. (2019). Gender Gaps in International Research Collaboration: A Bibliometric Approach. Scientometrics, 120(2), 747-774.
Read the article

Aksnes, D. W., Rørstad, K., Piro, F., & Sivertsen, G. (2011). Are Female Researchers Less Cited? A Large-Scale Study of Norwegian Scientists. Journal of the American Society for Information Science and Technology, 62(4), 628-636.
Read the article

Bailyn, L. (2003). Academic Careers and Gender Equity: Lessons Learned from MIT. Gender, Work & Organization, 10: 137–153

Carlsson, M., Finseraas, H., Midtbøen, A. H., & Rafnsdóttir, G. L. (2021). Gender Bias in Academic Recruitment? Evidence from a Survey Experiment in the Nordic Region. European Sociological Review, 37(3), 399-410.
Read the article

Dobbin, F., & Kalev, A. (2018). Why Doesn’t Diversity Training Work? The Challenge for Industry and Academia. Anthropology now, 10(2), 48-55.
Read the article

Drange, I., Pietilä, M., Reisel, L. & Silander, C. (2023). Advancing women’s representation in top academic positions – what works? Studies in Higher Education.

Drake, I. & Wessel, S.S. (2023) Career ambitions of women academics. Are women willing and able to rise to the top in higher education institutions? Studies in Higher Education.

Eriksen, T. R. (2004). Gendered Professional Identity and Professional Knowledge in Female Health Education—Put Into Perspective by a Follow-Up Study (1987-2002). NORA: Nordic Journal of Women’s Studies, 12(1), 20-30.
Read the article

Galinsky, A. D., Todd, A. R., Homan, A. C., Phillips, K. W., Apfelbaum, E. P., Sasaki, S. J., Maddux, W. W. (2015). Maximizing the Gains and Minimizing the Pains of Diversity: A Policy Perspective. Perspectives on Psychological Science, 10(6), 742-748.
Read the article

Halsaa, B. (2004). Bed of Roses: Academic Feminism 1880-1980. In H. R. Christensen, B. Halsaa, & A. Saarinen (Eds.), Crossing Borders: Re-Mapping Women’s Movements at the Turn of the 21st Century. University Press of Southern Denmark.
Read the article

Henningsen, I. and Liestøl, K. (2013). Er eksellense for menn og Grand Challenges for kvinner? Tidsskrift for kjønnsforskning, 37(3-4), 348-361.

Kemp, L. J., Angell, L., & McLoughlin, L. (2015). The Symbolic Meaning of Artifacts for the Workplace Identity of Women in Academia. Gender in Management, 30(5), 379-396.
Read the article

Kyvik, S. (1990). Motherhood and Scientific Productivity. Social Studies of Science, 20(1), 149-160.
Read the article

Kyvik, S. (1991). Gender and Productivity. In Productivity in Academia: Scientific Publishing at Norwegian Universities (Vol. 5, pp. 186-224). Rådet for samfunnsvitenskapelig forskning, NAVF/Universitetsforlaget.

Kyvik, S., & Bentley, P. J. (2013). Individual Differences in Faculty Research Time Allocations Across 13 Countries. Research in Higher Education, 54(3), 329-348.
Read the article

Kyvik, S., & Teigen, M. (1996). Child Care, Research Collaboration, and Gender Differences in Scientific Productivity. Science, Technology, & Human Values, 21(1), 54-71.
Read the article

Lagesen, V. A. and Suboticki, I. (2023): Performing excellence and gender balance in higher education. Higher Education, 1-19. Springer.

Lagesen, V. A., Pettersen, I., & Berg, L. (2022). Inclusion of women to ICT engineering–lessons learned. European Journal of Engineering Education, 47(3), 467-482.

Lagesen, V. A., & Suboticki, I. (2022). Department heads enacting gender balance policies: navigating voices of ambiguity and concern. Critical Policy Studies, 16(3), 333-351

Lagesen, V. A. (2021). How Heads of Departments Find It Meaningful to Engage with Gender Balance Policies. Science and Public Policy,  48(4), 582–591.

Lagesen, V. A., Kristensen, G. K., Sørensen, S. Ø., & Matsuda, D. (2021). Making it in academia: A study of career narratives of men and women professors in Norway and Japan. In Comparative Perspectives on Gender Equality in Japan and Norway (pp. 104-120). Routledge.

Ljunggren, E., & Kvidal, T. (2012). Implementing “a Gender Perspective” in an Innovation Policy Programme: More Innovation or Ambivalence and Uncertainty? (Promoting Innovation: Policies, Practices and Procedures, Issue 8). Vinnova.
Read the chapter

Liu, F., Holme, P., Chiesa, M. et al. (2023). Gender inequality and self-publication are common among academic editors. Nature Human Behaviour.

Lund, Rebeccca, W.B. (2023). Affective alignment and epistemic polarization: the case of feminist research in the neoliberalized university, Gender and Education, 35(5), 437-453.

Mangset, M., & Orupabo, J. (2024). Becoming and unbecoming academics: Classed
resources and strategies for navigating risky careers. The British Journal of Sociology, 1–15.

Mastekaasa, A. (2005). Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway. British Journal of Sociology of Education, 26(3), 375-394.
Read the article

Mastekaasa, A., & Smeby, J.-C. (2008). Educational Choice and Persistence in Male and Female Dominated Fields. Higher Education, 55, 189–202.
Read the article

Maximova-Mentzoni, T., & Egeland, C. (2019). Nationality Diversity in Academia: What is the Problem Represented to be? Nordic Journal of Working Life Studies, 9(3).
Read the article

Milkman, K. L., Akinola, M., & Chugh, D. (2012). Temporal Distance and Discrimination: An Audit Study in Academia. Psychological Science, 23(7), 710-717.
Read the article

Mjelde, L. (2004). Women and Apprenticeship: Industrial, Technological Skilling and Gendering Changes in the Printing Industry in Norway. In A. Lindgren & A. Heikkinen (Eds.), Social Competences in Vocational and Continuing Education (pp. 119-138). Peter Lang.

Moratti, S. (2018). What’s in a Word? On the Use of Metaphors to Describe the Careers of Women Academics. Gender and Education, 32(7), 862-872.
Read the article

Moratti, S. (2020). Do Low-Openness, Low-Transparency Procedures in Academic Hiring Disadvantage Women? Social sciences, 9(6), 89.
Read the article

Myklebust, R. B. (2019). Resistance and Persistence: Exploring Gender-Untypical Educational Choices. British Journal of Sociology of Education, 40(2), 254-268.
Read the article

Myklebust, R. B. (2020). Skilful Sailors and Natural Nurses. Exploring Assessments of Competence in Female- and Male-Dominated Study Fields. Journal of Education and Work, 33(4), 285-297.
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Myklebust, R. B. (2021). Gendered Repertoires in Nursing: New Conceptualizations of Educational Gender Segregation. Gender and Education, 33(3), 322-336.
Read the article

Nielsen, H. B., & Rudberg, M. (2000). Gender, Love and Education in Three Generations: The Way Out and Up. The European Journal of Women's Studies, 7(4), 423-453.
Read the article

Nordli, H. (1998). From “Spice Girls” to Cyber Girls? The Role of Educational Strategies in the Construction of Computer-Enthusiastic Girls in Norway (Vol. 4). Centre for Technology and Society at the Norwegian University of Science and Technology.
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Nygaard, L. P. (2017). Publishing and Perishing: An Academic Literacies Framework for Investigating Research Productivity. Studies in Higher Education, 42(3), 519-532.
Read the article

Nygaard, L. P., & Bahgat, K. (2018). What’s in a Number? How (and Why) Measuring Research Productivity in Different Ways Changes the Gender Gap. Journal of English for Academic Purposes, 32, 67-79.
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Nygaard, L. P., & Bellanova, R. (2017). Lost in Quantification: Scholars and the Politics of Bibliometrics. In M. J. Curry & T. L. Lillis (Eds.), Global Academic Publishing: Policies, Perspectives and Pedagogies (pp. 23-36). Multilingual Matters.
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Olsen, T. B., Kyvik, S., & Hovdhaugen, E. (2005). The Promotion to Full Professor - Through Competition or by Individual Competence? Tertiary Education and Management, 11(4), 299-316.
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Orupabo, J., Drange, I., & Abrahamsen, B. (2019). Multiple Frames of Success: How Second-Generation Immigrants Experience Educational Support and Belonging in Higher Education. Higher education, 79(5), 921-937.
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Orupabo, J., & Mangset, M. (2021). Promoting Diversity but Striving for Excellence: Opening the ‘Black Box’ of Academic Hiring. Sociology.
Read the article

Pietilä, M., Drange, I., Silander, C., & Vabø, A. (2021). Gender and Globalization of Academic Labor Markets: Research and Teaching Staff at Nordic Universities. Social Inclusion, 9(3), 69-80.
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Piro, F. N., Aksnes, D. W., & Rørstad, K. (2013). A Macro Analysis of Productivity Differences across Fields: Challenges in the Measurement of Scientific Publishing. Journal of the American Society for Information Science and Technology, 64(2), 307-320.
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Reisel, L., Hermansen, A. S., & Kindt, M. T. (2019). Norway: Ethnic (In)equality in a Social-Democratic Welfare State. In P. A. J. Stevens & A. G. Dworkin (Eds.), The Palgrave Handbook of Race and Ethnic Inequalities in Education (pp. 843-884). Springer International Publishing.
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Reuben, E., Sapienza, P., & Zingales, L. (2014). How Stereotypes Impair Women’s Careers in Science. Proceedings of the National Academy of Sciences of the United States of America, 111(12), 4403-4408.
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Reymert, I., Vabø, A., Borlaug, S.B. & Jungblut, J. (2022). Barriers to attracting the best researchers: perceptions of academics in economics and physics in three European countries. High Educ

Riese, H., & Harlap, Y. (2021a). Race Talk and White Normativity: Classroom Discourse and Narratives in Norwegian Higher Education. Teaching in Higher Education(ahead-of-print), 1-17.
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Riese, H., & Harlap, Y. (2021b). Utdanning, rasialisering og tilhørighetens grenser. Nordisk tidsskrift for pedagogikk & kritikk, 7, 132-146.
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Riese, H., & Harlap, Y. (2021c). “We Don’t Throw Stones, We Throw Flowers”: Race Discourse and Race Evasiveness in the Norwegian University Classroom. Ethnic and Racial Studies(ahead-of-print), 1-21.
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Rogg, E. (2001). Passion and Pain in Academia. NORA: Nordic Journal of Women’s Studies, 9(3), 154-161.
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Rønning, A. H. (2000). Gender, Culture and Power-Sharing in the Academy. In M.-L. Kearney (Ed.), Women, Power, and the Academy: From Rhetoric to Reality (pp. 99-109). Unesco/Berghahn Books.
Read the chapter

Seierstad, C., & Healy, G. (2012). Women's Equality in the Scandinavian Academy: A Distant Dream? Work, Employment & Society, 26(3), 296-313.
Read the article

Sinnes, A. (2012). Three Approaches to Gender Equity in Science Education. Nordina: Nordic Studies in Science Education, 2(1), 72-83.
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Skaalvik, S., & Skaalvik, E. M. (2004). Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation. Sex roles, 50(3), 241-252.
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Skrede, K. (2002). Towards Gender Equality in Norway's Young Generations? In J. Carling (Ed.), Nordic Demography: Trends and Differentials (Vol. 13, pp. 191-218). Unipub Nordic Demographic Society.

Smeby, J.-C. (2000). Same-Gender Relationships in Graduate Supervision. Higher Education, 40(1), 53-67.
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Soerlie, V., Talseth, A.-G., & Norberg, A. (1997). Male Nurses—Reasons for Entering and Experiences of Being in the Profession. Scandinavian Journal of Caring Sciences, 11(2), 113-118.
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Solheim, M. C. W., & Fitjar, R. D. (2018). Foreign Workers Are Associated with Innovation, But Why? International Networks as a Mechanism. International Regional Science Review, 41(3), 311-334.
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Steffy, K. (2021). Gendered Patterns of Unmet Resource Need among Academic Researchers. Socius: Sociological Research for a Dynamic World, 7.
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Støren, L. A., & Arnesen, C. Å. (2007). Women’s and Men’s Choice of Higher Education—What Explains the Persistent Sex Segregation in Norway? Studies in Higher Education, 32(2), 253-275.
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Suboticki, I., & Sørensen, S. Ø. (2023). Non-human policy worlds: an exploration of the Norwegian research and higher education policy. Critical Policy Studies, 1-18.

Suboticki, I., & Lagesen, V. A. (2022). Uncertain, collective and heroic leadership approaches to gender balance change among local leaders in academia. Journal of Higher Education Policy and Management, 1-16.

Sümer, S. (1998). Incongruent Modernities: A Comparative Study of Higher Educated Women from Urban Turkey and Norway. Acta Sociologica, 41(2-3), 115-129.
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Sæter, G.E., Stray, V., Almås, S., Lindsjørn, Y. (2024). The Role of Team Composition in Agile Software Development Education: A Gendered Perspective. In: Šmite, D., Guerra, E., Wang, X., Marchesi, M., Gregory, P. (eds) Agile Processes in Software Engineering and Extreme Programming. XP 2024. Lecture Notes in Business Information Processing, vol 512. Springer, Cham.

Thun, C. (2020). Excellent and Gender Equal? Academic Motherhood and ‘Gender Blindness’ in Norwegian Academia. Gender, Work, and Organization, 27(2), 166-180.
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Traavik, L. E. M. (2020). Are You Joking? Humor and Inclusive Leadership. In J. Marques (Ed.), The Routledge Companion to Inclusive Leadership (pp. 313-322). Routledge.
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Utoft, E. H. (2020). ‘All the Single Ladies’ as the Ideal Academic During Times of COVID‐19? Gender, Work, and Organization, 27(5), 778-787.
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Utoft, E. H. (2021). Maneuvering Within Postfeminism: A Study of Gender Equality Practitioners in Danish Academia. Gender, Work, and Organization, 28(1), 301-317.
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Von der Lippe, G. (1997). Gender Discrimination in the Norwegian Academia: A Hidden Male Game or an Inspiration for Postmodern Feminist Praxis? In J.-M. Fernandez-Balboa (Ed.), Critical Postmodernism in Human Movement, Physical Education, and Sport (pp. 27-38). State University of New York Press.

Wendt, K., Gunnes, H. & Aksnes, D.W. (2022). International migration of researchers and gender imbalance in academia—the case of Norway. Scientometrics (2022).

Witteman, H. O., Haverfield, J., & Tannenbaum, C. (2021). COVID-19 Gender Policy Changes Support Female Scientists and Improve Research Quality. Proceedings of the National Academy of Sciences of the United States of America, 118(6).
Read the article at PNAS

Zhang, L., Sivertsen, G., Du, H., Huang, Y., & Glänzel, W. (2021). Gender Differences in the Aims and Impacts of Research. Scientometrics, 126(11), 8861-8886.
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Østby, G., Strand, H., Nordås, R., & Gleditsch, N. P. (2013). Gender Gap or Gender Bias in Peace Research? Publication Patterns and Citation Rates for Journal of Peace Research, 1983-2008. International Studies Perspectives, 14(4), 493-506.
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Books

Busch, T. (1998). Gender Differences in Self-Efficacy, Goal Commitment, Organizational Commitment and Job Satisfaction among University Faculty. Høgskolen i Sør-Trøndelag, Avdeling for økonomisk-administrativ utdanning.
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Corneliussen, H.,G. (2023). Reconstructions of Gender and Information Technology. Women Doing IT for Themselves. Palgrave Macmillan Singapore.

Corneliussen, H. (2012). Gender–Technology Relations: Exploring Stability and Change. Palgrave Macmillan.
Read the book

Duarte, M., Losleben, K., & Fjørtoft, K. (Eds.). (2023). Gender Diversity, Equity, and Inclusion in Academia: A Conceptual Framework for Sustainable Transformation (1st ed.). Routledge.

Einersen, A. F., Krøjer, J., MacLeod, S., Muhr, S. L., Munar, A. M., Myers, E. S.,Skewes, L. (2021). Sexism in Danish Higher Education and Research: Understanding, Exploring, Acting.
Read the book at Seximsedu

Griffin, G. (Eds.) (2022). Gender Inequalities in Tech-driven Research and Innovation. Bristol University Press. 

Holter, G., Ø., & Snickare, L. (2022). Gender Equality in Academia – from Knowledge to Change. Cappelen Damm Akademisk.

Korsvik, T. R., & Rustad, L. M. (2018). What Is the Gender Dimension in Research? Case Studies in Interdisciplinary Research. Kilden genderresearch.no.
Read the booklet at Kilden genderresearch.no

Lie, S., & Malik, L. (Eds.). (1994). World Yearbook of Education 1994: The Gender Gap in Higher Education. Routledge.
Read the book.

Rustad, L. M., & Rødland, A. W. (Eds.). (2010). Talent at Stake: Changing the Culture of Research—Gender-Sensitive Leadership. Committee for Gender Balance in Research.
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Sarrico, C. S., Rosa, M. J., & Carvalho, T. (Eds.). (2022). Research Handbook on Academic Careers and Managing Academics. Edward Elgar Publishing. 

Sørensen, K. H. (2011). Technologies of Inclusion: Gender in the Information Society. Tapir Academic Press.
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Sümer, S. (Ed.). (2020). Gendered Academic Citizenship: Issues and Experiences. Palgrave Macmillan.
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Dissertations

Bøe, M. V. (2012). What's in it for Me? Norwegian Students' Choices of Post-Compulsory Science in an Expectancy-Value Perspective [PhD, Department of Teacher Education and School Research at the University of Oslo]. Nordic Studies in Science Education.
Read the thesis

Fjærtoft, R. R. (2014). Multiple Job Holding and Labour Decisions among Norwegian Medical Doctors [PhD, Department of Economics at the Universitety of Oslo]. Universitety of Oslo.

Flikke, J. K. (2024). The internationalisation of Norwegian academia: From a market-based logic towards sustainability? [Doktorgradsavhandling]. Norwegian University of Science and Technology. 

Karlsen, H. (2011). Not So Unconventional After All: A Quantitative Study of Men in Care-Oriented Study Programmes and Professional Occupations in Norway [PhD, Centre for the Study of Professions at the University of Oslo]. University of Oslo.

Kindt, M. T. (2018). Beyond Heritage and Acculturation. Accounts of Upbringing, Choices, and Plans from Children of Immigrants in Prestigious Higher Education in Norway [PhD, Department of Education at the University of Oslo]. DUO Research Archive.
Read the thesis

Lagesen, V. A. (2005). Extreme Make-Over? The Making of Gender and Computer Science [PhD, Faculty of Humanities at the Norwegian University of Science and Technology]. NTNU.

Lykknes, A. (2005). Ellen Gleditsch: Professor, Radiochemist, and Mentor [PhD, Department of Chemistry at the Norwegian University of Science and Technology]. NTNU Open.
Read the thesis

Manger, T. (1997). Gender Differences in Mathematical Achievement among Norwegian Elementary School Students: Mean Differences, Subskill Differences, and Relationships to Mathematics Self-Concept and Spatial Visualization [PhD, Department of Psychosocial Science at the University of Bergen]. University of Bergen.

Nilsen, A. (1992). Women´s Ways of “Careering”: A Life Course Approach to the Occupational Careers of Three Cohorts of Engineers and Teachers [PhD, Department of Sociology at the University of Bergen]. University of Bergen.

Reymert, I. (2021). Controlling the Future of Academe: Academic and Managerial Logics in Professorial Recruitment [PhD, Department of Political Science at the University of Oslo]. DUO Research Archive.
Read the thesis

Rogne, A. F. (2024). Assessing theories and mechanisms in sociology: Insights from empirical studies on segregation, education, fertility, and class. Universitetet i Oslo

Schreiner, C. (2006). Exploring a ROSE Garden: Norwegian Youth's Orientations Towards Science: Seen as Signs of Late Modern Identities [PhD, Department of Teacher Education and School Development at the University of Oslo]. DUO Research Archive.
Read thesis

Research reports, policy briefs, offical reports

Aksnes, D. W., Kahn, S., Reiling, R. B., & Ulvestad, M. E. S. (2022). Longitudinal evidence on Norwegian PhDs suggests slower progression for women academics but not a leaky pipeline.

Bergman, S., & M. Rustad, L. (2013). The Nordic Region - a Step Closer to Gender Balance in Research? Joint Nordic Strategies and Measures to Promote Gender Balance among Researchers in Academia (TemaNord 2013:544). Nordic Council of Ministers.
Read the report: https://doi.org/10.6027/TN2013-544

Byberg, I. H. (2002). Immigrant Women in Norway: A Summary of Findings on Demography, Education, Labour and Income (Statistics Norway Reports 2002/23). Statistics Norway.
Read the report

Claeys-Kulik, A.-L., Jørgensen, T. E., & Stöber, H. (2019). Diversity, Equity and Inclusion in European Higher Education Institutions: Results from the INVITED Project. European University Association.
Read the report

Committee for Gender Balance and Diversity in Research (KIF committee). Tica, S. (2021). From vision to reality - a summary. Committee for Gender Balance and Diversity in Research (KIF committee).

Committee for Mainstreaming – Women in Science. (2007). Gender Balance in Academia – Golden Opportunities: Final Report from the Committee for Mainstreaming – Women in Science in Norway 2004-2007. Committee for Mainstreaming – Women in Science.
Read the report

Eeg-Henriksen, F. (1985). The Role of Women in Higher Education: The Case of Norway (Notat 8). NAVF's utredningsinstitutt.
Read the report

Egeland, C. (2024). How research institutions work to improve gender equality and diversity in their own organisations – current and future (Policy Brief). Work Research Institute (AFI)

ERAC Standing Working Group on Gender in Research and Innovation. (2019). Innovating Innovation: Policy Brief on Gender and Innovation (ERAC 1210/19). ERAC Standing Working Group on Gender in Research and Innovation.
Read the policy brief

ERAC Standing Working Group on Gender in Research and Innovation. (2020a). Position Paper on the Current COVID-19 Outbreak and Gendered Impacts on Researchers and Teachers (WK 5659/2020 INIT). ERAC Standing Working Group on Gender in Research and Innovation.
Read the working paper

ERAC Standing Working Group on Gender in Research and Innovation. (2020b). Position Paper on the Future Gender Equality Priority in the European Research Area 2020-2030 (ERAC 1204/20). ERAC Standing Working Group on Gender in Research and Innovation.
Read the position paper

ERAC Standing Working Group on Gender in Research and Innovation. (2020c). Report on the Implementation of Targets: Follow-Up on the 2018 Guidance Recommendations (WK 8491/2020 INIT). ERAC Standing Working Group on Gender in Research and Innovation.
Read the working paper

European Commission, Directorate-General for Research and Innovation. (2022). Approaches to inclusive gender equality in research and innovation (R&I). Publications Office of the European Union.

Genderactionplus. (2024). A new ERA of inclusion and intersectionality. Genderactionplus.

Gunnes, H., & Steine, F. S. (2020). The Proportion of Immigrants in Norwegian Academia Continues to Grow (NIFU Insight, Issue 19). NIFU.
Read the report

Gunnes, H. & Wiig, O. (2018). The development of diversity statistics for Norwegian research and higher education. NIFU.

Huck, A., Andreska, Z., Dvořáčková, J., & Linková, M. (2022). Inventory of policies and measures to respond to GBV in European universities and research organisations. (UniSAFE D5.1) UniSAFE. 

Kilden genderresearch.no. (2022). Gender equality, gender balance and diversity in research and innovation. Kilden genderresearch.no

Korsvik, T. R., González, L. & Dvorackova, J. (2023). Benchmarking and assessment report
on guidelines for sex/gender analysis. GENDERACTIONplus

Lappegård, T. (2002). Education Attainment and Fertility Pattern among Norwegian Women (Statistics Norway Documents 2002/18). Statistics Norway, Department of Social Statistics.
Read the report

Lexow, J. (1989). Education Inventory on Mainstreaming Gender Equality: Overall Report: Final Draft. Nordic Consulting Group.

Manuh, T. (2010). Gender Mainstreaming in the NUFU Programme (SIU Report). Norwegian Centre for International Cooperation in Higher Education.

Mentzoni, T. M., Egeland, C., Drange, I., Askvik, T., Liv Anne, S., Trude, R., & Vabø, A. (2016). “Being a Foreigner Is No Advantage” – Career Paths and Barriers for Immigrants in Norwegian Academia (AFI Report 12). Work Research Institute (AFI) at HiOA.
Read the report

Norwegian Ministry of Education and Research. (2009). Climate for Research: Summary in English: Report no. 30 to the Storting (2008-2009). Retrieved from
Read the report

Royal Irish Academy, & British_Council_in_Ireland. (2020). Race and Ethnicity in Higher Education in Ireland and the UK. Royal Irish Academy.
Read the report at The Royal Irish Academy

Rødland, A. W., Lilleslåtten, M., Zachariassen, H. H., & Ghosh, E. (2016). Using Restructuring to Promote Gender Equality and Diversity – A Guide for the Research Sector. Committee for Gender Balance and Diversity in Research.
Read the guide

Sümer, S. (2017). Difference as Resource? A Pilot Study on Diversity at Uni Research. Uni_Research_Rokkan_Centre.
Read the report

Universities UK. (2020). Tackling Racial Harassment in Higher Education. Universities UK.
Read the report

Zachariassen, H.H., Ghosh, E. & Woods, R. (2023). Benchmarking report on terminology
and policy on intersectionality. Genderactionplus.

Zachariassen, H. H. & Ghosh, E. R. W. (2023). Gender Equality Network to Develop ERA Communities To coordinate Inclusive and sustainable policy implementation. Genderactionplus.

Conference proceedings

Nilsen, M. M. (Ed.). (2001). Women in Academia: A Nordic Perspective: Proceedings from the Conference in Oslo 7th-9th May 2001. Nordisk forskerutdanningsakademi.

Master's theses

Lie, J. K (2022). Middle-class in the making? Tensions, conflicts and changes in the habitus of first-generation students in the humanities [Master thesis]. University of Oslo.

Lie, S. (1967). An Analysis of Norwegian Educational Attainment According to Place of Residence and Sex, 1950 [MA, Faculty of the College of Arts and Sciences of The American University]. The American University.
Read the thesis