Pelikan et al. (2021) said that students who were higher preformers showed high social relateness and willing to ask questions to their teachers. This was credited as a intrinsic difference of the students. However, in an American context there are racial and SES differences between which students will ask for help. People of higher SES or people who feel represented by their teachers (latinx teacher for a latinx student, etc) are more likely to ask questions or get clarification. This study never mentioned the demographics of their participants besides average age (M = 14.56) and gender (37.9% boys, 61.6% girls, 0.5% diverse). This study was also done in Austria, so  there might be different group effects, but I would still expect some type of group affect.

Social Relatedness issue

The research that the authors did for their own study also indicated that one's belief in their ability to succeed in science classes (self-efficacy) was a factor in the actual success in said classes. It is possible that women who had their self-efficacy diminished by outside factors may have influenced the gender achievement gap. Other factors influencing success in science classes included a higher socioeconomic status and being a White student rather than a minority student. 

University of California, Berkeley

One research study looked at the different kinds of achievement gaps that were present in science classes, such as gender and minority gaps. A sample of students were studied based on their demographic (gender, ethnicity, SES). Through an assessment that involved testing students based on their knowledge of physics, biology, chemistry, and earth science, this study tried to identify the how and why behind these achievement gaps and to see if teacher involvement could mitigate said gaps. 

Gender and Minority Achievement Gaps in Science in Eighth Grade- Summary

Qian, X., Nandakumar, R., Glutting, J., Ford, D. and Fifield, S. (2017), Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data. ETS Research Report Series, 2017: 1-19. https://doi.org/10.1002/ets2.12164

Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data

Some of the article's foundational research was based on the idea that certain cognitive abilities could influence the gender achievement gap in science. According to past research, women seem to have the advantage in verbal comprehension skills while male students seem to be more skilled in quantitative and visual-spatial skills, especially the latter (which could also be the reason why male students seem to do better in science classes such as physics). Not every country has research that supports this idea of cognitive skills leading to better outcomes in science classes, though there may be other variables influencing this result.

Gaps Based on Intellectual Abilities

Achievement Gaps- Social Factors

Past research has brought into question the idea that proper instruction by teachers can decrease the achievement gap in science. Some research suggests that effective instruction involving engaging and adaptable methods to reach out to students can help female and minority students do better in their classes, while other research does not seem to support this result. It is suggested that individualized teaching based on the needs of the student may be the reason for better outcomes in science classes.

Achievement Gaps- Teacher Influence

In the research study described by the article, certain variables were introduced that would classify each student into demographic groups that the study would analyze.

- the geometry score determined quantitative and visual-spatial ability, which was considered necessary for success in science (male students generally scored higher in this variable)
- the science learning efficacy variable would be based on a survey that determined how much self-efficacy students possessed (male students generally scored higher in this variable)
- the number of books at home was meant to determine the socioeconomic status of the student (more White students had higher SES compared to minority students)

There was also a teacher variable that determined how much they performed science inquiry education, their intervention that would help mitigate the achievement gap for students.

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