Brain Differences in Boys and Girls the

Brain Differences in Boys and Girls The obvious biological differences between men and women have inspired a search for corresponding mental differences. Indeed, much of the oppression suffered by women in the traditionally patriarchal world of business and society has been blamed on the preconceived notion that women were somehow not as good as men in certain areas. The rise of feminism negated all such difference. However, recent research has brought to light new information regarding biological differences in the brains of girls and boys.

New research into brain differences has been ongoing since the 1960s (Gabriel 2001). The finding that the preoptic area within the hypothalamus was larger in males than in females resulted in more research and discoveries of this kind. These have also been made easier by means of advanced imaging technology (Gabriel 2001). One such study has been conducted in 1999 by Dr. Gabrielle de Courten-Myers of the University of Cincinnati Medical Center (Gabriel 2001).

The neurologist found a larger number of neurons in the cerebral cortex of men, while women have more neuropil, which facilitates cell-to-cell communication. It thus appears a given that biological differences exist in the brains of girls and boys. However, the true effect of these differences on behavior appears to be the issue of current debate. Thus, while the data for physical differences in the brains of girls and boys appear to be substantiated by means of various tests, the effect of these on behavior is another matter altogether.

While some still hold that there are no differences between the brains of boys and girls, the focus of debate is gradually shifting. The issue has become not whether there are differences at all - indeed, science appears to have substantiated this. Instead the problem is whether such differences should be given substantial weight in social structures such as education. Dr.

De Courten-Myers for example holds that there must be differences in brain function for boys and girls, but she does admit that the precise nature of the connection between morphology and function is difficult to determine (Gabriel 2001). According to a PR Newswire article (2000), attempting to force boys and girls into an androgynous learning environment is harmful to their future identity as men and women. The reason of this appears to be the inherent biological differences that exist in the brain. Boys and girls have differences that manifest themselves since birth.

These need to be acknowledged, according to the article. Experimental observation also indicates the marked differences that exist between boys and girls (Palar 1996). Boys appear to naturally be more robust, energetic and noisy than girls. A study was thus conducted by the West Des Moines School District in order to determine the best course of action to meet the needs of each gender. Palar cites a 1992 AAUW report, claiming that boys and girls enter schools with roughly the same abilities.

However, the report takes the side of social influence with the claim that, because boys receive more positive attention than girls in the classroom, girls become less able to deal with technical subject matter and are placed at a disadvantage once they leave school. It therefore appears that boys and girls do not necessarily learn differently, but are handled differently in the classroom, thus influencing their eventual ability.

The same article however states that, while girl's lack of confidence is the reason for her poorer academic performance in Middle School, the prejudiced punishment of boys is the reason for the same phenomenon for males. Boys, claim studies cited by Palar, are more likely to be punished than girls, and thus attach a negative connotation to academic work. The result is frequent drop-outs and poor grades. These are cited as good reasons for separating boys and girls during education, so each can receive the attention they need.

However, an alternative is suggested. Rather than separating boys and girls entirely, teachers are educated with regard to gender differences, and how these can be used to the advantage of all learners. Thus, it should be acknowledged that in the interest of a well-balanced education, neither boys nor girls should be isolated from the interests of the opposite gender. It is believed that students need to be challenged intellectually in order to develop their full intellectual potential, regardless of natural biological differences (Gabriel 2001).

While this cannot be expected to eliminate differences altogether, it is possible that integrating boys and girls in education can be beneficial to the development of both. This however needs to be handled carefully in order to maintain a healthy sense of identity for both boys and girls. Further revealing studies are cited by Cathy Young (1999). According to research, much overlap exists in studies conducted to determine behavioral differences between boys and girls.

Three out of 10 boys for example exhibited behavior that correlated well with the behavior of five out of 10 girls. Such findings are not sufficiently conclusive to substantiate the theory that brain differences make a substantial difference in behavior. Young holds that gender differences should thus not be viewed in the extreme, but rather, as mentioned above, as a guideline for optimally educating boys and girls. From the evidence it appears that gender differences cannot be refuted.

Scientific observations have shown biological differences in the brain, and social observations have demonstrated that boys and girls behave differently. How close the connection is between behavior and biological difference is still open for debate. What is truly at issue is how this information should be used to optimize the lives of children. Separating boys and girls for education may not be as beneficial an idea as may initially appear to be the case.

In fact, this would poorly prepare them for the world of college and work, where men and women are not separated. And as stated before, each gender should have the opportunity to explore options that challenge them either academically or physically. Activities focusing on such challenge should however be handled with sensitivity and care. The specific needs of each gender should be taken into account without imposing on the needs of the other. Of primary importance is keeping up with the research on gender and brain difference.

Teachers should be educated and well versed in the field, and able to implement any new findings that may come to light. Only if differences are acknowledged and honored can we hope to build a truly integrated society, starting with our children. Works Cited Gabriel, J. "The Truth About Boys and Girls." July 2001. Scientific Learning, 1999-2003. A.