considering the role of "william's doll" in the classroom, scholars focus on teachers' reception of the book as they choose class readings. julie wollman-bonilla, a graduate of harvard university's institute for educational management, identifies elementary teachers' lack of selection of nonmainstream titles such as "william's doll". she argues that every children's text presents a set of morals and endorses a specific code of conduct. texts displaying white, middle-class american values are the prevailing choice among elementary school educators, neglecting books representing the perspective of marginalized populations on the basis of sex, race, or socioeconomic factors.