numerous scholars analyze the use of "william's doll" in the classroom. the impact of the book, a representation of non-traditional gender stereotypes in children, is significant in the classroom as a tool to address gender micro-inequalities, intolerance, and learning challenges faced by non-english speaking students. the effects of sexism are residual, especially in the classroom, the center of childhood socialization. sex stereotyping by educators is reinforced by inequity of time, encouragement, difficultly of assignments, and expectation of success offered between male and female students, labeled "hidden curriculum." to counterbalance inherent inequity in the classroom, "william's doll" is employed as a method through which educators may expose students to the concept of sex-stereotyping. introducing relatable characters who are not stereotypically gender-conforming such as william allows for a source of new role models.