That came up in the thread also, in regard to math aptitude, but it was not controlled for environment and did not repeat in experiments that were so controlled (see, e.g., the OP: "For example, they compared the variability in boys' and girls' math scores, the idea being that if more boys fell into the top scoring percentiles than girls, the variance in their scores would be greater. Again, the effort uncovered little difference, as did a comparison of how well boys and girls did on questions requiring complex problem solving."). I think it's pretty easy to see how environments contribute to extreme behavior, either extreme achievement or extreme absence of achievement, and even this data is not controlled for environment but fortunately the environmental effects seem to be minimal at the younger ages. As minds mature and reach the career stage, note that some cultures have essentially no women that contribute in certain areas like mathematics and physics, while others have women make extremely important contributions. I expect that as the culture reaches equality, equality in achievement at career stages follows too, but there are so few that have achieved equality that it's hard to find good data other than seeing the trend.