Least Equal When Most Teachable: The Biodevelopmental Learning Opportunities and Outcomes Model of Gender Differences in Sexuality.

Academic AbstractGender differences in sexuality are often attributed to evolved biological differences organized before adolescence or experiential ones learned afterward-neglecting learning that endures because it is evolutionarily expected, and we are biologically sensitized to it. Here, we present the Biodevelopmental Learning Opportunities and Outcomes Model (BLOOM) of gender differences in sexuality, arguing women's lower interest in sex originates not from unequal capacities to want/desire it, but unequal opportunities to like/enjoy sex when biospsychosocially primed to learn from it. We synthesize evidence indicating sex is least equal in adolescence, offering the greatest costs and fewest rewards to women/girls who debut with men/boys (WDM). Concomitantly, it is most teachable in adolescence, when a window of opportunity for sexual incentive learning may open, particularly among individuals with heightened sexual plasticity/learning aptitude (i.e., women/girls). Implications for distinguishing gender differences in sexuality from experience-contingent similarities, and realizing equal sexual rights, education, and health are discussed.Public AbstractGender differences in sexual enjoyment are among the largest in psychology and have remained so over decades despite other advances in gender equality. The gender gap in sexual pleasure, for example, has gained widespread attention and is increasingly discussed as an explanation for gender differences in sexuality. Here, we spotlight the largest, but least discussed, gender gap in sexual enjoyment: the developmental gap. We review evidence that adolescence is not simply a vulnerable period for sexual health, but a window of opportunity for learning to have healthy, enjoyable, and desirable sex-and one wherein equal opportunity is lacking. We propose women get the least equitable sex during this window, when they are primed to learn from it, and this learning informs sexual interest thereafter, generating acquired differences that are often mistaken for inborn ones. We close with recommendations for ensuring equal opportunities for healthy sex and sexual health across genders.