Review #1
Review of Boys and Girls Learn Differently! Part One
Krista L. Botton
California State University, Northridge
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Review #1
Abstract
Paper discusses part one of Boys and Girls Learn Differently!, a text by Michael Gurian
that considers the many differences between boys and girls in brain structure and development,
chemical and hormonal differences, functional differences and emotional differences as they
relate to learning in a social context. Included are a summary of the key similarities and
differences of male and female brains as presented in the text, analysis of the text by the author
of this paper and its application to real-life practice.
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Review of Boys and Girls Learn Differently! Part One
Summary of Part One
Part one of the text by Michael Gurian, Boys and Girls Learn Differently! discusses the
differences between boys and girls in respect to how their brains, although structurally similar
have subtle differences in development, structure and chemical influences, which can influence
the overall function of the brain. This may explain some of the inherent differences that are often
noted between boys and girls and may effect how they process information, feelings, and
emotions and ultimately learn.
Similarities in Males and Females
Gurian began this section of the book with the widely accepted description of brain
function as it is associated with certain regions of the brain. The role of each region is the same
regardless of gender. He identified the brain stem as the “flight-or-fight” response center. This is
the part of the brain that he identified as the “most primitive part of our brain [that] is essential
for our survival” (p. 18), the part of our brain that includes instinctive and crisis function.
Gurian described the limbic system as the location of emotional response processing. He
identified the limbic system, or more specifically, the amygdala, which lies just above the brain
stem as a location of aggressive responses to stimuli in conjunction with those responses that
would be generated from the brain stem.
Lastly, Gurian discussed the cerebrum or “the four lobes at the top of the brain…where
thinking occur[s]” (p. 18). Here he also introduced the left and right hemisphere association with
tasks: verbal skills being left-brained tasks (speaking, writing and reading), and spatial awareness
being right-brained tasks (measurement, direction, ordering). Outside of these general
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associations of parts and functions, Gurian found much of the rest of brain research to lead to
profoundly different responses in males and females.
Differences in Males and Females
Gurian continued his text with a discussion of the differences between the brains of males
and females as they relate to a few categories: developmental and structural differences,
chemical differences, hormonal differences, functional differences, and differences in processing
emotions.
Some of the developmental and structural differences he identified are the earlier
myelination and left-brain development of females causing earlier maturation of the female brain
therefore allowing girls the ability to acquire verbal skills earlier than the average male; a 20
percent larger corpus callosum in females which allows better communication between the brain
hemispheres in females; the more developed right hemisphere of males increasing spatial
awareness and left hemisphere development of females resulting in increased communicative
ability in a society driven by language.
Gurian identified that males and females have “differing amounts of most of the brain
chemicals” (p. 28). Specifically he identified the lesser quantity of serotonin secreted by the male
brain which may cause males to be more active or impulsive and the increased release of
oxytocin by the female brain making it more “capable of quick and immediate empathic response
to others’ pain and needs” (p. 28).
Hormonally, Gurian identified that females are dominated by progesterone and estrogen
and males by testosterone as this also applies to reproductive development and maintenance. The
differences here are that progesterone also plays a role as a bonding hormone causing females to
be better able to form social bonds whereas testosterone is associated with sex-drive and
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aggression causing males to tend toward dominance and “pecking order.” Gurian also discussed
the cyclic fluctuations of hormones in the male and female as they are related to learning
outcomes.
Gurian continued with an examination of how the brain is used differently by males and
females. He put forth the claim that the “resting female brain is as active as the activated male
brain,” therefore, the “female brain, never at rest, has a true learning advantage” (p. 29). He also
identified memory and sensory intake as being greater in the female in comparison to spatial and
abstract reasoning to be of greater function in the male brain. Girls are better at storing random
information that boys who can perform better at memory tasks if the information is important to
them of the information has been organized for them.
Lastly, Gurian discussed the differences in how boys and girls process emotion. He
claimed that girls are better able to deal with emotional stresses because information is more
quickly moved to the cerebrum where a female will “process the pain or hurt and get help from
others to talk about it” (p. 32). This helps her to move out of crisis mode more quickly and
efficiently. On the other hand, males have more of a tendency toward moving information to the
amygdala which results in him becoming “physically aggressive…or withdrawn” as he remains
in crisis mode and sustains his fight or flight response.
As a basis for these differences, Gurian offered explanations that include natural human
history and hormones present both in utero and at puberty. Gurian claimed that brains became
different with prehistoric human history because of the societal roles of males and females in the
hunter/gatherer communities; women found roles that involved communication and child care
within the village and men builders, protectors and providers for the village. Hormonally, the
surges of testosterone in the male at puberty cause the amygdala to swell which may serve to
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increase the aggressiveness seen in boys at adolescence whereas in girls the rush of estrogen
causes the growth of the hippocampus which is important for memory.
Ultimately, there has been an increased drive in our communities over the last several
decades to come to an understanding of male and female differences and the causes for these
differences. Nature v. nurture has long been explored and one researcher cited in this text,
Camilla Benbow of the University of Iowa determined in her research that “…differences…were
in the brain, with culture playing an important part but not the defining role that many people
have wished to believe” (p.17). We have a duty to serve all students to the best of our ability and
that includes investigating their differences so that we can better understand how to reach all
students.
Analysis of Part One
I found this portion of the text to be very interesting. Although differences between males
and females are often the subject of conversations and the punch lines of jokes in our society, I
was never aware of the extent to which our brains were different or could be impacted by our
own system’s hormones. Much of what is discussed in this book can be supported by anecdotal
evidence from our everyday lives, either memories of situations as we grew up, occurrences in
our classrooms or events with our own children. These situations all show evidence, at one time
or another, of the sometimes striking difference between boys and girls. The portion of this book
I found most difficult to digest was the advantages/disadvantages section that basically
concluded that we’ve done a lot to help girls do better in schools but haven’t done too much to
help boys. I feel that both genders of students have means to satisfy learning needs in the
classroom and school community and one student is not necessarily being favored over another. I
do agree with the author that both genders should be encouraged to find activities that meet their
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interests (i.e. sports or clubs/groups) and that we, as teachers, should be helping every student
achieve the best of their ability in the classroom by providing them with opportunities that fit
with their learning styles or interests. I understand the tendency toward certain genders in certain
subjects but do not feel that we are neglecting to improve boy’s reading scores as the author has
suggested. It is necessary for all teachers to encourage and develop each student to the best of
their ability. There is an expression: you can lead a horse to water, but you can’t make it drink;
and often I find this to be true of the adolescent. They are willful creatures who, if not motivated,
find little to no satisfaction in certain tasks. I think that if we look at the business community and
adult world at large, you find little gap in the reading and writing ability of males and females.
Test scores in school mean very little if the life outcomes are the same, the male’s brain is just
taking it’s time to develop. The slower brain maturation (and often poor parenting or lack of
coping skills at a younger age for that matter) can also play a role in the number of behavioral
issues and impulsiveness that many males struggle with. Perhaps we are expecting too much of
the adolescent ahead of their development.
Application of Part One
These differences in the brains of boys and girls results in many differences in the way my
students learn and the needs that they, as individuals, have as they learn. This is something that I
should be mindful of, daily as I plan, prepare, present and assess information in my classroom.
The second chapter of the text discusses some of the ways that we, as both parents and teachers,
can deal with these differences and make the most of a child’s education. Some of the things that
jumped out at me the most were seating preferences of students. The research suggests that girls
hear better and see better in darker environments according to the text, so they may be better
suited to the back of the classroom during lecture situations where the room is darkened and the
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teacher is spending a portion of the class talking. Males would be better suited to the front of the
classroom. In addition, I should consider creating tests that allow for the deductive male brain
AND female inductive brain. Since males tend to fair better on multiple choice tests and females
on written, by offering only one kind of assessment we favor one gender over another. This
should be balanced by creating assessments that work for both genders. I also need to be aware
of the learning style differences of the genders and create learning tools that do not give one
group an advantage over another even as material is presented in the classroom. I also need to
remember that my job it to train a student for his future, not just my class. This was put best in
this text by Nancy Lynn who was describing one of her fourth grade students, “My role was not
just to teach him reading, writing, and ‘rithmetic. My job was to help teach the boy in him how
to be a good young man.” (p. 14). This actually also applies to my young ladies as well. By
understanding the differences, and similarities, between the young men and women of my
classroom, I with any luck, will be better prepared to help them develop into responsible and
respectable citizens in our society.
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References
Gurian, Michael and Henly, Patricia (2001). Boys and Girls Learn Differently!. San Francisco:
Jossey-Bass.
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