Forschungsschwerpunkte
- Bildungs- und soziale Ungleichheit im Lebenslauf
- Familie und intergenerationale Transmission von Bildung
- Zusammenspiel genetischer und sozialer Einflüsse
- Institutionelle Bedingungen von Bildungsungleichheit
- Quantitative Methoden der empirischen Sozialforschung
Publikationen: Peer reviewed journal articles
Van Hootegem, A., Baier, T., Heisig, J. P., & Lyngstad, T. H. (2026). Genetic risks for depression and educational achievement in adolescence. European Societies. https://doi.org/10.1162/EUSO.a.119
Lehti, H., Stienstra, K., Baier, T., & Lyngstad, T. H. (2026). The role of gender in gene by family SES interactions: A twin study across four European countries. Social Science Research, 137, Article 103375. https://doi.org/10.1016/j.ssresearch.2026.103375
Tamnes, C. K., Bekkhus, M., Eilertsen, M., Nes, R. B., Prydz, M. B., Ystrom, E., Aksnes, E. R., Andersen, S. N., Ask, H., Ayorech, Z., Baier, T., Beck, D., Berger, E. J., Bjørndal, L. D., Boer, O. D., Bos, M. G. N., Caspi, A., Cheesman, R., Chegeni, R., . . . von Soest, T. (2025). The nature of the relation between mental well-being and ill-being. Nature Human Behaviour, 9(12), 2431–2440. https://doi.org/10.1038/s41562-025-02319-x
Van Winkle, Z., & Baier, T. (2025). Parental separation and children's genetic influences on education. Journal of Marriage and Family, 87(3), 1084–1105. https://doi.org/10.1111/jomf.13067
Baier, T., & Lyngstad, T. H. (2024). Social background effects on educational outcomes—New insights from modern genetic science. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 76(3), 525–545. https://doi.org/10.1007/s11577-024-00970-2
Nivard, M. G., Belsky, D. W., Harden, K. P., Baier, T., Andreassen, O. A., Ystrøm, E., van Bergen, E., & Lyngstad, T. H. (2024). More than nature and nurture, indirect genetic effects on children’s academic achievement are consequences of dynastic social processes. Nature Human Behaviour, 8(4), 771–778. https://doi.org/10.1038/s41562-023-01796-2
Ghirardi, G., Baier, T., Kleinert, C., & Triventi, M. (2023). Is early formal childcare an equalizer? How attending childcare and education centres affects children’s cognitive and socio-emotional skills in Germany. European Sociological Review, 39(5), 692–707. https://doi.org/10.1093/esr/jcac048
Baier, T., Eilertsen, E. M., Ystrøm, E., Zambrana, I. M., & Lyngstad, T. H. (2022). An anatomy of the intergenerational correlation of educational attainment–Learning from the educational attainments of Norwegian twins and their children. Research in Social Stratification and Mobility, 79, Article 100691. https://doi.org/10.1016/j.rssm.2022.100691
Baier, T., Lang, V., Grätz, M., Barclay, K. J., Conley, D., Dawes, C. T., Laidley, T., & Lyngstad, T. H. (2022). Genetic influences on educational achievement in cross-national perspective. European Sociological Review, 38(6), 959–974. https://doi.org/10.1093/esr/jcac014
Erola, J., Lehti, H., Baier, T., & Karhula, A. (2022). Socioeconomic background and gene–environment interplay in social stratification across the early life course. European Sociological Review, 38(1), 1–17. https://doi.org/10.1093/esr/jcab026
Baier, T., & Van Winkle, Z. (2021). Does parental separation lower genetic influences on children’s school performance? Journal of Marriage and Family, 83(3), 898–917. https://doi.org/10.1111/jomf.12730
Baier, T., & Lang, V. (2019). The social stratification of environmental and genetic influences on education: New evidence using a register-based twin sample. Sociological Science, 6, 143–171. https://doi.org/10.15195/v6.a6
Baier, T. (2019). Does sibling and twin similarity in cognitive ability differ by parents’ education? Journal of Family Research, 31(1), 58–82. https://doi.org/10.3224/zff.v31i1.04
Hahn, E., Gottschling, J., Bleidorn, W., Kandler, C., Spengler, M., Kornadt, A. E., Schulz, W., Schunck, R., Baier, T., Krell, K., Lang, V., Lenau, F., Peters, A.-L., Diewald, M., Riemann, R., & Spinath, F. M. (2016). What drives the development of social inequality over the life course? The German TwinLife study. Twin Research and Human Genetics, 19(6), 659–672. https://doi.org/10.1017/thg.2016.76
Diewald, M., Baier, T., Schulz, W., & Schunck, R. (2015). Status attainment and social mobility: How can genetics contribute to an understanding of their causes? Kölner Zeitschrift für Soziologie und Sozialpsychologie, 67(Suppl. 1), 371–395. https://doi.org/10.1007/s11577-015-0317-6
Diewald, M., Schulz, W., & Baier, T. (2015). Intergenerational downward mobility in educational attainment and occupational careers in West Germany in the twentieth century. European Sociological Review, 31(2), 172–183. https://doi.org/10.1093/esr/jcv010
Baier, T., & Helbig, M. (2014). Much ado about €500: Do tuition fees keep German students from entering university? Evidence from a natural experiment using DiD matching methods. Educational Research and Evaluation: An International Journal on Theory and Practice, 20(2), 98–121. https://doi.org/10.1080/13803611.2014.881745
Helbig, M., Baier, T., & Kroth, A. (2012). Die Auswirkung von Studiengebühren auf die Studierneigung in Deutschland: Evidenz aus einem natürlichen Experiment auf Basis der HIS-Studienberechtigtenbefragung. Zeitschrift für Soziologie, 41(3), 227–246. https://doi.org/10.1515/zfsoz-2012-0305
