Sax, Leonard (2005).
Why Gender Matters: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences.
New York: Doubleday.
In Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences, psychologist and family physician, Dr. Leonard Sax, challenges the assertion that characteristics associated with each gender have been socially constructed. Using a scientific approach, along with research from the past two decades, Sax argues that gender differences are biologically programmed. Sax asserts "that for the past three decades, the influence of social and cognitive factors on gender traits has been systematically over estimated while innate factors have been neglected” (p. 253). The author further suggests that ignoring these hardwired gender differences, and opting for a gender-neutral child-rearing philosophy, “has done substantial harm over the past thirty years” (p. 7). As an example, he calls to attention the increased number of boys being given behavior-modifying drugs, and the increased number of girls being given antidepressants.
Sax stresses that although it is important to chip away at gender stereotypes, we should also recognize variances in how girls and boys develop. By understanding the unique qualities of each gender, we can better accommodate the different needs of boys and girls, with regard to the way they are raised, disciplined and educated. Sax suggests that single-sex education may help accommodate these gender differences. However, he does not believe that single-sex education is the only solution. He states that, “For at least some children in some circumstances, single sex activities offer unique opportunities and may even serve to ‘inoculate’ girls and boys against some of the societal ailments that now threaten children and teenagers” (p. 9). He writes, “Coed schools tend to reinforce gender stereotypes, where as single-sex schools can break down gender stereotypes” (p. 243).
Sax convincingly argues that there are biological gender differences in the ways in which boys and girls develop, think, feel and act. Girls are better at tasks involving object discrimination. Boys, on the other hand, are better at tasks involving object location and motion. He also refers to studies showing that boys tend toward drawing verbs: a rocket hitting it's target, an alien about to eat somebody, a car about to hit another car. Girls, on the other hand, tend toward drawing nouns: people, pets, flowers or trees. In addition, on a biological level, boys and girls process negative and positive emotions differently. Unlike with girls, the part of the boys' brain where emotions happen is not well connected to the part of the brain where verbal processing and speech happens. This makes it difficult for boys to communicate their feelings.
Sax also covers the differences between males and females when it comes to risks, asserting that boys and girls assess and experience risk differently. Girls tend to be more cautious and report feeling fearful in risky situations; whereas, boys tend to be less cautious, and more likely to feel exhilarated by risky situations. In his book, Sax also explores the differences between how girls and boys react to aggression and pain. Boys fight physically, and more often. The wins generally raise their standing among the other boys and can foster stronger relationships with their peers. Girls, on the other hand, fight less often and typically fight with words. These fights can have lasting repercussions—negative feelings linger and friendships may end.
To implicate biology with respect to gender differences, Sax provides research on other mammals, specifically chimpanzees, which are evolutionarily linked to humans. In doing so, Sax explains the origins and original importance of these gender differences. For example, aggression in male chimpanzees has served biological purposes—killing prey and teaching others “the rules of the game” (p. 62). Whereas, female primates are more likely to engage in alloparenting, looking after other baby monkeys.
Throughout Why Gender Matters, Sax attempts to illustrate how gender differences become manifest in schools, sex, drugs, discipline and sexual orientation. Sax also provides some strategies and suggestions on more effective ways to interact with males and females. Where Sax wanes--in terms of being convincing and uncompromised--is when he veers off to address social constructivism. For example, in his discipline chapter, Sax devotes considerable attention to discussing “the transfer of authority from parent to the child” (p. 166). This is an interesting issue; however, in the context of discussing whether or not gender differences are innate or procured, the subject of transference of authority seemed too much of a segue.
Sax also makes some bold statements that he does not support with evidence. For example, he says that, "educators throughout North America make no apologies for the academic character of the twenty-first century kindergarten" (p. 94). In this comment he is referring to the push to achieve higher academic success at the expense of socialization and motor skills. As an educator, I know this to be an inaccurate statement; within the teaching community the concern runs deep.
Despite these weaknesses, Sax makes an excellent case for emphasizing that gender differences should not be used to reinforce gender stereotypes, at the expense of one sex over the other, nor should these differences be ignored for the sake of homogenization. Sax states, “The differences between what girls and boys can do are not large. But the differences in how they do it can be very large indeed” (p. 32-33).
In education we are in search of ways to make sure that we are being effective teachers and counselors. We try to provide equitable education for all students. Why Gender Matters makes some interesting points about gender for educators to consider. For one, have educators in their effort to be equitable to boys and girls become too gender-blind? Sax claims, “The education establishment has erased any gender distinctions in the curriculum” (p. 235). I cannot fully embrace this statement, because I think that, more often than not, the education establishment is in the hands of the political establishment. And the political establishment deems academic prowess far more important than the social development of students. However, I think Why Gender Matters provides a sound basis for encouraging educators to examine school policy and their current teaching strategies. One of Sax's most interesting arguments has to do with the health of our society, by implying that tempering gender leanings, such as boys' engagement in rough-and-tumble play, may in fact result in the unhealthy and violent explosion of suppressed aggression.
I would encourage all educators to read this book so a discussion could develop regarding these important gender issues.
Pages: 312
Price: $24.95
ISBN: 0-385-51073-X
Reviewed by Stephanie Trudeaux, a counseling student in the Counselor Education Master's Program at Adam State College.
