Emotional and behavioral differences between boys and girls have often been linked to responses attributed to neurobiological dissimilarities. Essentially, behavioral gaps between men and women result from biological differences that are not taken into account in the classroom. Biologically, boys contain less serotonin and oxytocin than girls – the chemicals that are primarily responsible for human bonding. This makes boys more likely to be physically impulsive than girls. Girls in class are naturally able to sit still and pay attention while their male counterparts – in general – fidget, wander, and get agitated. Boys are expected to keep their concerns to themselves in class, but they are also expected to act the same way as girls do, by sitting still and writing neatly. The emotional inconsistency between boys and school has led to repetitive misunderstanding of boys which leads them to "self-destructive" results in the classroom. The educational gender gap has also widened due to the emergence of an increasingly unfavorable social environment. to the boys. This is mainly due to social norms and societal perceptions of boys, linked to a false sense of masculinity. Society encourages girls to be "thin and pretty to look after themselves", while boys are encouraged to be "strong, brave, quiet and macho". These social perceptions are unknowingly reinforced by what studies have called the "Boy Code" or "an unwritten list of societal beliefs about how boys should act." For example, the “Boy Code” forces boys to suppress their feelings, tells them not to cry, and to be physically aggressive and competitive. These constraints ...... middle of document ......d-4d96-8d40-e9e67faf9192%40sessionmgr4001&hid=4210&bdata=#db=sih&AN=76332116.McDaniel, Anne E. “Gender and Education.” Encyclopedia of the life course and human development. Edited by Deborah Carr. Flight. 1, Childhood and adolescence. Detroit: Macmillan Reference USA, 2009. 195-199. Accessed February 24, 2014. Gale Virtual Reference Library. US Department of Education. Office for Civil Rights. Gender equity in education: an overview of the data. ÉRIC (June 2012): 1-4. Accessed February 24, 2014. http://eric.ed.gov/?id=ED533168.Watson, Anne and Michael Kehler. "Beyond the 'boy problem': Questions raised, concerns growing, and literacy reconsidered." » Journal of the New England Reading Association 48, no. 1 (2012): 43-55. Accessed February 14, 2014. http://eds.b.ebscohost.com/eds/detail?vid=5&sid=6a2a6fbf-b974-4bd5-8c4d-f367baef1a8c%40sessionmgr198&hid=116&bdata=#db=eft&AN=81281408.