The abundance of pedagogical and educational literature on the term “gender” can hardly be overlooked any longer. Approaches which thematically group the variable “gender” exclusively under aspects of social construction dominate the educational discourse on “learning and gender.” In comparison, this article stresses the relevance of sociobiology for pedagogical praxis and related educational reflection. In particular, the concepts of “male competition vs. female choice”, “male bonding” and “infanticide prevention”, as well as the female hypergamy imperative are referred to and translated into pedagogical contexts.