Her work is critical of various pillars of gender science, and most definitely does not refrain from tackling the "Greater Male Variability" hypothesis that gets so much mileage these days. One such excerpt:
> In a Science study of over 7 million United States schoolchildren, Janet Hyde and her team found that across grade levels and states, boys were modestly more variable than girls. Yet when they looked at the data from Minnesota state assessments of eleventh graders to see how many boys and girls scored above the 95th and 99th percentile (that is, scored better than 95 percent, or 99 percent, of their peers) an interesting pattern emerged. Among white children there were, respectively, about one-and-a-half and two boys for every girl. But among Asian American kids, the pattern was different. At the 95th percentile boys’ advantage was less, and at the 99th percentile there were more girls than boys.[15] Start to look in other countries and you find further evidence that sex differences in variability are, well, variable. Luigi Guiso’s cross-cultural Science study also found that, like the gender gap in mean scores, the ratio of males to females at the high end of performance is something that changes from country to country. While in the majority of the forty countries studied there were indeed more boys than girls at the 95th and 99th percentiles, in “in some countries females are equally or more variable, or are as likely as boys to make it into the 95th percentile.“
> (Penner 2008; Machin & Pekkarinen 2008). These latter authors stress the strong pattern of greater male variability, but the boy/girl ratio (shown in parentheses) at the top 5 percent of maths ability was more-or-less equal in Indonesia (0.91), Thailand (0.92), Iceland (1.04) and the UK (1.08). Penner found greater female variability in the Netherlands, Germany and Lithuania. For useful discussion of these data, see (Hyde & Mertz, 2009)."