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Are human brains gender-neutral or have subtle differences requiring different instructional strategies?
Some researches of the last two decades in the area of neuro-science inform that the gender differences among human beings lie in their brains.
Neuroscientists have been studying differences in the brain characteristics of men and women. 

A few studies in brain morphology and functions of the two sexes indicate that male and female brains cannot be assumed to be identical from structural or functional points of view.

However, the biological and psychological sex differences seem to be sharp due differences in reproductive systems and the interaction of genes, hormones and social learning.

Regarding the brain differences, a good number of scientists and experts note that neural sexual dimorphisms in humans exist only as averages because of continuum of overlapping variabilities.

Some of the differences in the brain structures of men and women even exist at the physical level.

Some of the main differences between the brains of men and women, as revealed by the researches are as follows.

  • Women's brain is 10% larger than that of men

  • Women's brain has about 11% more brain cells in the cerebral cortex

  • Neural pathways between the two hemispheres of the brain of women are far more active than men.

Many feminist pedagogues subscribe for the view that these differences of the brains of men and women have educational implications. Due to these differences, women's brain is linguistically and emotionally more developed.

Therefore, the institutions must use the right kind of learning approaches for girls to learn well. They also say that what is educationally good for girls is also equally good for boys but not the other way round.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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