This article interprets technical communication research about sex differences according to social role theory, which argues that sex differences are enculturated through experiences associated with social positions in the family and the workplace. It reevaluates technical communication research about sex differences in communicative and collaborative styles in the classroom and the workplace and about the effects of the double bind that women experience in the workplace. The article concludes with a recommendation that theoretical frameworks explaining sex differences remain flexible and able to account for social change.