A new study published in the journal *Science* has found that the gender gap in math and science achievement is influenced by both nature and nurture. The study, which analyzed data from over 2 million students in 70 countries, found that boys and girls start out with similar math and science skills, but that the gap widens over time. This suggests that environmental factors, such as cultural stereotypes and educational practices, play a role in shaping the gender gap.

The study also found that the gender gap is more pronounced in countries with more gender inequality. This suggests that social norms and expectations about gender roles can influence girls' and boys' opportunities to learn and achieve in math and science.

The findings of this study have implications for educational policy and practice. By understanding the complex interplay of nature and nurture in the development of math and science achievement, educators can design interventions that help to close the gender gap and ensure that all students have the opportunity to reach their full potential.

Here are some specific examples of how environmental factors can influence the gender gap in math and science achievement:

* Cultural stereotypes: In many cultures, boys are encouraged to be more assertive and competitive, while girls are encouraged to be more nurturing and cooperative. These stereotypes can lead boys and girls to develop different interests and career goals, which can in turn affect their math and science achievement.

* Educational practices: In some schools, boys and girls are taught math and science in different ways. For example, boys may be given more opportunities to work on hands-on projects, while girls may be given more opportunities to learn about math and science concepts through reading and writing. These different teaching methods can lead to boys and girls developing different math and science skills.

* Parental expectations: Parents' expectations for their children's math and science achievement can also influence the gender gap. For example, parents who expect their sons to be good at math and science may provide them with more opportunities to learn about these subjects, while parents who expect their daughters to be good at reading and writing may provide them with fewer opportunities to learn about math and science.

The gender gap in math and science achievement is a complex issue that is influenced by both nature and nurture. By understanding the many factors that contribute to the gender gap, we can design interventions that help to close the gap and ensure that all students have the opportunity to reach their full potential.