Navigating a Complex Subject

Medical doctor and psychologist Leonard Sax updated and revised Why Gender Matters in 2017, after its initial publication in 2006. The title itself is a lightning rod for controversy at a time when the prevailing cultural narratives state either that gender is irrelevant or that it is all-important with multiple carefully defined expressions. Although the book delves into some of this controversy in its later chapters (that address gender exceptionalities), its starting focus is on biological differences between girls and boys that go beyond stereotypes. Significant sensory differences (hearing, vision, smell) are highlighted and related to daily situations at home and school. He gives the biological reason that young boys are more likely to draw items in motion without colour!

Sax addresses the way boys and girls approach risk, aggression, hook up culture, drugs, alcohol, social media and gaming in different ways, partly due to socialization and partly due to their biological makeup.  Brain development processes dictate that differences between boys and girls are more substantial than those between adult males and adult females. The author shares anecdotes along with statistics and charts to keep the reader’s interest. The advice he offers shows balance, for instance, ways to encourage girls to take more risks and astutely worded guidelines to protect risk-taking boys from physical injury and violent video games.

The chapter entitled “School” provides many insights for teachers and parents. Sax demonstrates that boys and girls are equally intelligent, but they learn differently. He is eager for teachers to be aware of the information supplied so as to minimize alienating any students through their familiar classroom practices or personal biases. While the author does not write from a specific faith perspective, his approach acknowledges faith groups as vital to the development of girls and boys; anyone who works with children and youth in a church setting would find this title worth reading.