Excerpt from Heredity, Correlation and Sex Differences in School Abilities: Studies From the Department of Educational Psychology at Teachers College, Columbia University The Relationships between the Different Abilities Involved in the Study of Arithmetic. By W. A. Fox and E. L. Thorndike. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, (...) preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

(1982). Sex‐ and Age‐Related Differences in the Musical Behaviour, Interests and Attitudes Towards Music of 232 Secondary School Students. Educational Studies: Vol. 8, No. 2, pp. 131-139.

(1984). Gender Differences in Subject Preference and Perception of Subject Importance among Third Year Secondary School Pupils in Single‐sex and Mixed Comprehensive Schools. Educational Studies: Vol. 10, No. 3, pp. 243-253.

For nearly 70 years, studies have shown large sex differences in human mate selection preferences. However, most of the studies were restricted to a limited set of mate selection criteria and to college students, and neglecting relationship status. In this study, 21,245 heterosexual participants between 18 and 65 years of age (mean age 41) who at the time were not involved in a close relationship rated the importance of 82 mate selection criteria adapted from previous studies, reported age ranges (...) for the oldest and youngest partner that they would find acceptable, and responded to 10 yes/no questions about a potential marriage partner. For nearly all mate selection criteria, women were found to be the more demanding sex, although men placed consistently more value on the physical attractiveness of a potential partner than women. Also, the effects of the participants’ age and level of education were nearly negligible. These results demonstrate the robustness of sex differences in mate selection criteria across a substantial age range. (shrink)

In this study we compared the ethical attitudes of a group of experienced, predominantly female, registered nurses (n = 67) with those of a group of final year, mixed sex, medical students (n = 125). The purpose was to determine the basis of differences in attitudes that could lead to ethical disagreements between these two groups when they came to work together. A questionnaire developed to explore ethical attitudes was administered and the responses of the two groups were compared (...) using t-tests. Because of the preponderance of females among the nurses an analysis of variance of the gender-adjusted scores for each group was also carried out. On comparing the responses, the nurses differed significantly from the medical students in a number of ethical domains. A potential source of conflict between these two groups is that the nurses were inclined to adopt the perspective of patients but the medical students identified with their profession. When corrected for the effects of gender, the differences persisted, indicating that it was discipline that determined the differences. We recommend that students of nursing and medicine receive ethics education together, and that more open dialogue between doctors and nurses with respect to their different ethical viewpoints is needed in the work setting. This article will be of interest to educators of students of medicine and nursing, as well as to doctors and nurses who are eager to improve their professional relations and thereby improve patient care. (shrink)

A self-report questionnaire about involvement in different types of bullying, what behaviours were regarded as bullying, and attitudes towards bullying, bullies and victims was completed by pupils in Year 7 (aged 11/12) through to Year 10 (aged 14/15) ( n = 170). Overall, direct verbal assault was the most commonly reported, and stealing the least frequently reported, type of bullying. For six specific types of bullying investigated, and for a composite measure of all types of bullying, significantly fewer Year 9 (...) pupils than pupils in the other three years reported that they had behaved in these ways in the previous week. No significant sex differences emerged on these measures. These findings suggest that general patterns in bullying activities as a function of age and sex obtained in previous studies do not always hold. Although most pupils indicated that they thought that six out of eight types of behaviour viewed as bullying by researchers should be regarded as bullying, a substantial minority did not. The present study also extended bullying research by examining associations between pupils' definitions and attitudes towards bullying and their reports of bullying others. For one specific type of bullying, 'Forcing people to do things that they don't want to do', significantly fewer pupils who reported that they had behaved in this way than who reported that they had not done so included it in their definition of bullying. A consistent pattern of significant negative correlations of moderate size between attitudes and self-reported involvement in specific types of bullying were obtained. The implications of these findings for those concerned with tackling bullying in schools were discussed. (shrink)

In this paper I present and defend a highly demanding principle of justice in education that has not been seriously discussed thus far. According to the suggested approach, “all the way equality”, justice in education requires nothing short of equal educational outcome between all individual students. This means not merely between equally able children, or between children from different groups and classes, but rather between all children, regardless of social background, race, sex and ability. This approach may seem (...) implausible at first, due to the far-reaching implications it entails, primarily its requirement to deny better-off children their advantage for the sake of equality. However the paper argues that all-the-way-equality, in fact, does a better job realizing the goals of justice in education than alternative conceptions of justice. It is further argued that at least some of the principle’s most radical consequences, those that make it seem counterintuitive, can be mitigated by balancing all-the-way-equality with competing interests. (shrink)

The male advantage in certain mathematical domains contributes to the difference in the numbers of males and females that enter math-intensive occupations, which in turn contributes to the sex difference in earnings. Understanding the nature and development of the sex difference in mathematical abilities is accordingly of social as well as scientific concern. A more complete understanding of the biological contributions to these differences can guide research on educational techniques that might someday produce more equal educational outcomes in mathematics (...) and other academic domains. (shrink)

This study explores gender differences in approaches to studying for GCSE among high?achieving pupils. The sample comprised 310 Year 10 and 11 pupils from two single?sex schools. Pupils completed a self?reported questionnaire designed to assess approaches to studying for GCSE, including statements relating to coursework, examinations, research, study strategies and homework. Boys gained a higher score overall in the questionnaire, indicating a more effective approach to studying for GCSE. Gender differences were found in approaches to examinations and study (...) but not in approaches to coursework. The boys reported doing less homework than the girls. The findings suggest that overall high?achieving boys have better studying strategies than high?achieving girls. They achieve high standards while doing less homework. Approaches to studying among highachieving girls may be mediated by anxiety that manifests itself in surface approaches to studying for examinations. (shrink)

Criticism of sex differences in mathematical ability and sex roles in sociobiology and the pernicious influence of these ideas on education.

In this timely book, Rosemary Salomone offers a reasoned educational and legal argument supporting single-sex education as an alternative to coeducation, particularly in the case of disadvantaged minority students. “A carefully organized, often lively... compendium of everything that matters in the debate: how boys and girls do in classes and on tests, their differing learning styles, and the legal tussles.”—Timothy A. Hacsi, _New York Times_ “Smart, objective, evenhanded. Must reading in this important debate.”—Susan Estrich, University of Southern California Law (...) School “Everyone concerned about inequalities in our schools and our society should want to read it.”—Michael Duffy, _Times Educational Supplement _ “If you have time for only one book and you really want to be informed about single-sex education, then make it _Same, Different, Equal._”—John Borst, _Education Today_ “The single best book I have read about single-sex education. A must-read for every educator who is concerned about the different outcomes for boys and girls in school.”—Michael Thompson, Ph.D, coauthor of _Raising Cain: Protecting the Emotional Life of Boys_. (shrink)

Half-lost in the now predictable August clamour about sex differences in examination results, renewed today by publication of the GCSE results, are old familiar clues, swirling neglected like scraps of paper in the storm around our heads. In one page of the newspaper you read that girls are doing better than boys at A Level and GCSE, in another you read that young women get fewer Firsts at Oxford than young men, in a third you read how much better (...) all pupils perform when segregated into single-sex classes. Putting these observations together directs attention to a pivotal fact about education: that there are gender-specific differences in the way people get most benefit from it. (shrink)

The present study examined the attitudes of Filipino middle school students toward physical education and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years, participated in the study. The Physical Education Attitude Scale was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students had more (...) favorable attitudes toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators, meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities. (shrink)

Dual functional brain asymmetry refers to the notion that in most individuals the left cerebral hemisphere is specialized for language functions, whereas the right cerebral hemisphere is more important than the left for the perception, construction, and recall of stimuli that are difficult to verbalize. In the last twenty years there have been scattered reports of sex differences in degree of hemispheric specialization. This review provides a critical framework within which two related topics are discussed: Do meaningful sex (...) class='Hi'>differences in verbal or spatial cerebral lateralization exist? and, if so, Is the brain of one sex more symmetrically organized than the other? Data gathered on right-handed adults are examined from clinical studies of patients with unilateral brain lesions; from dichotic listening, tachistoscopic, and sensorimotor studies of functional asymmetries in non-brain-damaged subjects; from anatomical and electrophysiological investigations, as well as from the developmental literature. Retrospective and descriptive findings predominate over prospective and experimental methodologies. Nevertheless, there is an impressive accummulation of evidence suggesting that the male brain may be more asymmetrically organized than the female brain, both for verbal and nonverbal functions. These trends are rarely found in childhood but are often significant in the mature organism. (shrink)

The California Verbal Learning Test-Second Edition, is a commonly used tool to assess episodic memory. This study analyzed learning and memory characteristics in a cognitively healthy Chinese population, as well as the effects of age, sex and education on CVLT-II factors. In total, 246 healthy people aged 20–80 years and 29 persons with multiple sclerosis were included in this study and completed the CVLT-II. Factors including total learning, learning strategy, serial position effects, short-delay free and cued recall, long-delay free (...) and cued recall, repetitions and intrusions during recall, hits and false positives of recognition, and total recognition discriminability were calculated. The effects of age, sex and education on these factors were analyzed using ANCOVA or independent two-sample t-tests and further confirmed by multiple regression analysis. The regression-based normative data were then computed by the equivalent scores method. Moreover, differences in learning and memory were compared between persons with MS and age-, sex- and education-matched healthy individuals. Most CVLT-II factors significantly differed between different age and education groups; in particular, better performance in total learning, recall, semantic clustering and recognition was observed in the younger and more educated groups than in the older and less educated groups. Male participants showed higher recency effect scores, more repetitions and fewer hits than female participants. Compared with healthy individuals, persons with MS showed extensive impairments in memory processes, such as learning, recall, learning strategy and recognition. These findings indicated that verbal learning and memory were highly dependent on age and educational level but not strongly affected by sex. The CVLT-II effectively assesses episodic memory impairment in the Chinese-speaking population. (shrink)

Women have consistently higher levels of disgust than men. This sex difference is substantial in magnitude, highly replicable, emerges with diverse assessment methods, and affects a wide array of outcomes—including job selection, mate choice, food aversions, and psychological disorders. Despite the importance of this far-reaching sex difference, sound theoretical explanations have lagged behind the empirical discoveries. In this article, we focus on the evolutionary-functional level of analysis, outlining hypotheses capable of explaining why women have higher levels of disgust than men. (...) We present four hypotheses for sexual disgust and six for pathogen disgust, along with testable predictions. Discussion focuses on additional new hypotheses and on future research capable of adjudicating among these competing, but not mutually exclusive, hypotheses. (shrink)

Despite having essential health needs regarding sexual and reproductive health services (SRHS), young people (e.g., adolescents) in many countries show low use of such services. The World Health Organization advocates fostering young people’s autonomy to access health services to address this global health problem. However, there are gaps in the literature to understand how young people’s autonomy can be fostered to access SRHS. In 2019–2020, we conducted semi-structured interviews with 45 young people aged 14–23 years old in Colombia to explore (...) how they might wish to have their autonomy fostered in accessing SRHS. Research in different cultural contexts has shown that young people generally do not wish to discuss sex with their parents. By contrast, most of our participants expressed a strong wish for the ability to talk openly with their parents about their sexual and reproductive health. One of the main complaints of these young people was that their parents lacked the necessary knowledge to help them make informed decisions related to their sexual and reproductive health (e.g., choosing a contraceptive option). As a potential solution, participants were enthusiastic about initiatives that could provide parents with comprehensive sex education to assist young people in making informed choices for their sexual and reproductive health, including how to access SRHS. (shrink)

Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and (...) they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors. (shrink)

The 'gender gap' in schooling, as manifested by the current disparity in boys' and girls' achievement at GCSE, continues to create problems for teachers. In this volume a team of contributors considers the gender issues particular to a range of subjects in the secondary curriculum. They discuss effective strategies - supported by their research and practice - and offer some ways forward for teachers.

Sex differences in aggressive and risk-taking behaviors have practical implications for sexual integration of military combat units. The social-role theory implies that female soldiers will adapt to their role and display the same aggressive and risk-taking propensities as their male comrades. If sex differences reflect evolved propensities, however, adoption of the soldier's role is unlikely to eliminate those differences.

Are there sex differences in pain? For experimentally delivered somatic stimuli, females have lower thresholds, greater ability to discriminate, higher pain ratings, and less tolerance of noxious stimuli than males. These differences, however, are small, exist only for certain forms of stimulation and are affected by many situational variables such as presence of disease, experimental setting, and even nutritive status. For endogenous pains, women report more multiple pains in more body regions than men. With no obvious underlying rationale, (...) some painful diseases are more prevalent among females, others among males and, for many diseases, symptoms differ between females and males. Sex differences in attitudes exist that affect not only reporting, coping, and responses to treatment, but also measurement and treatment. So many variables are operative, however, that the most striking feature of sex differences in reported pain experience is the apparent overall lack of them. On the other hand, deduction from known biological sex differences suggests that these are powerful sex differences in the operation of pain mechanisms. First, the vaginal canal provides an additional route in women for internal trauma and invasion by pathological agents that puts them at greater risk for developing hyperalgesia in multiple body regions. Second, sex differences in temporal patterns are likely to give rise to sex differences in how pain is and stimuli are interpreted, a situation that could lead to a greater variability and wider range of pains without obvious peripheral pathology among females. Third, sex differences in the actions of sex hormones suggest pain-relevant differences in the operation of many neuroactive agents, opiate and nonopiate systems, nerve growth factor, and the sympathetic system. Thus, while inductive analysis of existing data demonstrate more similarities than differences in pain experience between females and males, deductive analysis suggests important operational sex differences in its production. (shrink)

This research focuses on the similarities and differences in the cognitive moral development of business professionals and graduate business students in two countries, India and the United States. Factors that potentially influence cognitive moral development, namely, culture, education, sex and gender are analyzed and discussed. Implications for ethics education in graduate business schools and professional associations are considered. Future research on the cognitive moral development of graduate business students and business professionals is recommended.

The evidence favoring sex differences in pain seems compelling (berkley). This commentary considers the role of such factors as anxiety, somatosensory amplification, and coping style in accounting for the differential response to pain in the laboratory and clinic, and emphasizes the need to base evaluation and treatment upon individual reports rather than gender-based stereotypes.

Sandra Acker; Sex Discrimination in Education: a reply to Shaw, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 107–118, https://doi.

This study investigated sex differences in interest in infants among children, adolescents, young adults, and older individuals. Interest in infants was assessed with responses to images depicting animal and human infants versus adults, and with verbal responses to questionnaires. Clear sex differences, irrespective of age, emerged in all visual and verbal tests, with females being more interested in infants than males. Male interest in infants remained fairly stable across the four age groups, whereas female interest in infants was (...) highest in childhood and adolescence and declined thereafter, particularly for the responses to visual stimuli. The observed developmental changes in female interest in infants are consistent with the hypothesis that they represent a biological adaptation for parenting. (shrink)

BackgroundBoth impairment and sex differences in social cognition and neurocognition have been documented in schizophrenia. However, whether sex differences exist in the association between social cognition and neurocognition are not known. We aimed to investigate the contribution of areas of neurocognition to theory of mind and hostility bias, representing social cognition, according to sex in early course schizophrenia.MethodsIn this cross-sectional study, we assessed neurocognition using the Japanese version of the Brief Assessment of Cognition in Schizophrenia and assessed the (...) ToM and hostility bias subdomains of social cognition using the Social Cognition Screening Questionnaire in 131 participants diagnosed with schizophrenia within 5 years of onset. Sex differences were analyzed using t-tests. The associations of neurocognitive subdomains with ToM and hostility bias according to sex were analyzed using multiple regression analysis. Results were adjusted by age, estimated premorbid intelligence quotient, and symptomatology.ResultsNo sex differences were found in ToM or hostility bias. Higher verbal fluency was significantly associated with higher ToM in females, whereas higher executive function was significantly associated with higher ToM in males. Higher verbal fluency was significantly associated with lower hostility bias in females, whereas neurocognition and hostility bias were not significantly associated in males.ConclusionThe results suggest that neurocognition associated with social cognition differ according to sex. These differences should be considered for more effective treatment of social cognition. (shrink)

A mime presented on videotape Adler’s six great ideas of truth, goodness, beauty, liberty, equality, and justice; their opposites; and the transitions from the positive or “good” concepts to their opposites. Using Johansson’s (1973) technique, the performer’s 12 joints were marked with points of light. Overall, the viewers had marginal success in identifying the concepts, but females were much more successful than males in identifying the “bad” ones of evil, slavery, falsehood, and ugliness, averaging 62% correct to the males’ 23%. (...) The results agree with Hall’s (1984) discussion of sex differences in the interpretation of nonverbal behavior. (shrink)

I ask three questions related to the claims made within the staying alive theory : Is survival more fitness-enhancing for females than for males? Does the historical record on sex differences in mortality support the SAT? Is it possible to talk about “independent selective pressures on both male and female traits” when all we have are sex/gender comparisons?

Contemporary mate preferences can provide important clues to human reproductive history. Little is known about which characteristics people value in potential mates. Five predictions were made about sex differences in human mate preferences based on evolutionary conceptions of parental investment, sexual selection, human reproductive capacity, and sexual asymmetries regarding certainty of paternity versus maternity. The predictions centered on how each sex valued earning capacity, ambition— industriousness, youth, physical attractiveness, and chastity. Predictions were tested in data from 37 samples drawn (...) from 33 countries located on six continents and five islands. For 27 countries, demographic data on actual age at marriage provided a validity check on questionnaire data. Females were found to value cues toresource acquisitionin potential mates more highly than males. Characteristics signalingreproductive capacitywere valued more by males than by females. These sex differences may reflect different evolutionary selection pressures on human males and females; they provide powerful cross-cultural evidence of current sex differences in reproductive strategies. Discussion focuses on proximate mechanisms underlying mate preferences, consequences for human intrasexual competition, and the limitations of this study. (shrink)

Although moral psychologists and feminist moral theorists emphasize males’ interest in justice or fairness and females’ interest in care or empathy, recent work in evolutionary psychology links females’ interests in care and empathy for others with interests in fairness and equality. In an important work on sex differences in cognitive abilities, David Geary (1998) argues that the evolutionary mechanism of sexual selection drives the evolution of particular cognitive abilities and selection for particular interests. I mount two main challenges to (...) Geary’s claims. First, I argue that female social and intrasexual competitive environments evolve, which challenges the assumption that such environments are largely nonkin-based and characterized by reciprocity. Second, I grant Geary’s entire characterization of female environments, but argue that the natures of reciprocal relationships themselves do not require and may not select for interests in fairness and equality. This analysis not only challenges claims regarding sex differences in moral interests, but also suggests the need for a diachronic model of male and female social and intrasexual competitive environments. In addition, I propose a return to Trivers’s (1971) focus on the suite of emotions underlying reciprocal altruism as properties and features of individuals as fodder for selection. (shrink)

Women typically report more pain than men, as well as exhibit specific sex differences in the perception and emotional expression of pain. We present evidence that sex is a significant variable in the evolution of facial expression of pain.

Geary proposes a sociobiological hypothesis of how sex differences in math and spatial skills might have jointly arisen. His distinction between primary and secondary math skills is noteworthy, and in some ways analogous to the closed versus open systems postulated to exist for language. In this commentary issues concerning how genes might affect complex cognitive skills, the interpretation of heritability estimates, and prior research abilites are discussed.

The present study aimed to quantify the magnitude of sex differences in humans' ability to accurately recognise non-verbal emotional displays. Studies of relevance were those that required explicit labelling of discrete emotions presented in the visual and/or auditory modality. A final set of 551 effect sizes from 215 samples was included in a multilevel meta-analysis. The results showed a small overall advantage in favour of females on emotion recognition tasks (d = 0.19). However, the magnitude of that sex difference (...) was moderated by several factors, namely specific emotion, emotion type (negative, positive), sex of the actor, sensory modality (visual, audio, audio-visual) and age of the participants. Method of presentation (computer, slides, print, etc.), type of measurement (response time, accuracy) and year of publication did not significantly contribute to variance in effect sizes. These findings are discussed in the context of social and biological explanations of sex differences in emotion recognition. (shrink)

Adequate measurement is an essential component of the assessment of mental health disorders and symptoms such as depression and anxiety. The present study investigated sex-specific differences in the Patient Health Questionnaire-9 and Generalized Anxiety Disorder-7. This comprehensive cross-sectional design study pursued four objectives: measurement invariance of PHQ-9 and GAD-7 between male and female; depression and anxiety prevalence differences; cross-sex differences in the relationship between depression and anxiety; and a comparison of symptom heterogeneity. A sample of 1966 students (...) from South Africa completed the PHQ-9 and the GAD-7. Data analyses for measurement invariance, latent class analysis, inter-variable correlations and group comparisons were conducted in Mplus. The two-dimensional PHQ-9 achieved scalar invariance, while the GAD-7 yielded metric invariance. The somatic and non-somatic latent dimensions of depression were compared and showed no significant difference between male and female groups. The positive relationship between depression and anxiety was also not significantly different between the two groups. While the PHQ-9 symptoms formed three classes in the male group, and four classes in the female group, the GAD-7 had the same number of classes and a similar pattern between the two groups. These findings hold implications for the measurement, assessment and understanding of symptom manifestation and distribution, as well as the treatment of depression and anxiety in South Africa. (shrink)

The learning of immediate causation within a dynamic environment was examined. Participants encountered seven decision points in which they needed to choose which of three possible candidates was the cause of explosions in the environment. Each candidate was firing a weapon at random every few seconds, but only one of them produced an immediate effect. Some participants showed little learning, but most demonstrated increases in accuracy across time. On average, men showed higher accuracy and shorter latencies that were not explained (...) by differences in self-reported prior video game experience. This result suggests that prior reports of sex differences in causal choice in the game are not specific to situations involving delayed or probabilistic causal relations. (shrink)

It is hypothesized from within an evolutionary framework that females should be less invested in peer relations than males. Investment was operationalized as enjoyment in Study 1 and as preference for interaction in Study 2. In the first study, four- and six-year-old children’s enjoyment of peer interaction was observed in 26 groups of same-sex peers. Girls were rated as enjoying their interactions significantly less than boys. In the second study, six- and nine-year-old children were interviewed about the individuals with whom (...) they spend time in their homes and neighborhoods and about the individuals who participate in their favorite activities. The proportion of individuals named by children who were peers was significantly lower for girls than boys both in children’s neighborhoods and in children’s favorite activities. Results strongly support the hypothesis that females and males have evolved differential preferences for interaction with peers. (shrink)

Sex‐specific transcriptional and epigenomic profiles are detectable in the embryo very soon after fertilization. I propose that in male (XY) and female (XX) pre‐implantation embryos sex chromosomes establish sexually dimorphic interactions with the autosomes, before overt differences become apparent and long before gonadogenesis. Lineage determination restricts expression biases between the sexes, but the epigenetic differences are less constrained and can be perpetuated, accounting for dimorphisms that arise later in life. In this way, sexual identity is registered in the (...) epigenome very early in development. As development progresses, sex‐specific regulatory modules are harbored within shared transcriptional networks that delineate common traits. In reviewing this field, I propose that analyzing the mechanisms for sexual dimorphisms at the molecular and biochemical level and incorporating developmental and environmental factors will lead to a greater understanding of sex differences in health and disease. (shrink)