While gender equality and new softer masculinity ideals have gained prominence in the Nordic welfare states in recent decades, the top echelons of business seem to constitute a bulwark against these changes. Elite corporate culture preserves more traditional business masculinity ideals, both in terms of gender composition as well as in attitudes toward gender equality. This article analyzes if, and in what ways, central tenets from traditional business masculinities are upheld among the prospective male business leaders of tomorrow. By situating the interviews of young privileged boys within the contexts of both their renowned business high school and the strong gender equality ideals that exist in Norway, this article taps into a vital period of the construction of a 'business masculinity'. The analyses show that, while softer masculinity traits are expressed when societal issues are at stake, the school context nonetheless seem to provide a 'safe haven' for traditional masculinity.

The Scandinavian public school systems are free of charge and are central institutions upholding the egalitarian ideals that these societies are famous for. However, they do provide some students with privileged resources and enables trajectories that are out of reach for others. In this article, we address how students at two elite high schools in central Oslo acquire knowledge and relate to the 'eliteness' of their schools. Through individual interviews with 73 students we arrive at a closer understanding of elite schools and privileged students in the Norwegian school system. The two schools, Oslo Commerce School (OCS) and Schola Osloensis (SO), share elite characteristics, but have strikingly different school cultures. Their elite identification is examined through looking at their attitude towards learning, school work and elite status. The study unfolds how the 'ease' often associated with elite education is not necessarily developed, and is acquired in different ways. This glimpse into Norwegian elite schooling offers a challenge to the generalizability of studies from more market-oriented school systems.

Currently he is working on a dissertation about the contemporary role of historical elite institutions within the sectors of culture and education, focusing on their legitimacy. His research interests more broadly are cultural sociology, sociology of literature, valuation and evaluation and legitimation work. He also works as managing editor for The Norwegian Journal of Sociology.

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