implementing "william's doll" in the classroom is frequently proposed as a tool to assist children in identifying sex stereotyping, so it has become the focus of many classroom studies. martha goldstein-schultz, a professor at the university of connecticut, suggests family and consumer science classrooms as environments to promote discussions concerning sex stereotypes. she emphasizes the critical role schools play in childhood identity and sexuality development as platforms to encourage questions and acceptance through exposure to literature such as "william's doll". a study investigating student responses to a classroom read-aloud of "william's doll" to a sample of young boys found that including literature with non-gender-conforming males elicits increased identification of textual interrelation.