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Report of the Commission
on Gender Stereotypes in
Early Childhood
Report of the Commission
on Gender Stereotypes in
Early Childhood

December 2020
 CONTENTS

EXECUTIVE SUMMARY 5
Introduction 6
Education Practitioners 8
The Commercial Sector 13
Parenting 18

THE REPORT 22
Foreword 23
Acknowledgements 24
EXECUTIVE
About the Commission

Methodology 28
24
SUMMARY
Why challenge gender 30
stereotypes? 30
How gender stereotypes work 36
Education Practitioners 39
How practitioners see gender and racial stereotyping 39
How parents think practitioners treat their children 40
How practitioners and settings have an influence 42
Top tips for practitioners 44
Behaviours practitioners see in their setting 47
Practitioners training on challenging gender stereotypes 49
Systemic action on challenging stereotypes 53
Evidence on whole-school approaches 56
The Commercial Sector 59
Toys 62
Online content 68
Television 70
Books 71
Clothes 74
Cards and stationery 78
Parenting 80
What parents think about gender and stereotypes 81
How parents have an influence 83
Top tips for parents 88
Supporting parents to challenge gender stereotypes 90
Appendices 94
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INTRODUCTION
Fawcett established the Commission on Gender Stereotypes in Early Childhood in early 2019.
Our aims were to build a new consensus on the harm that the gender stereotypes applied to
children when they are young can do throughout their lives, and mobilise society to challenge
them through a positive blueprint for change. Our Commissioners are drawn from politics,
academia, business, government and public services, and civil society, co-chaired by Prof Becky
Francis and Rt Hon. David Lammy MP.
The Commission has drawn on a wide range of evidence. We conducted an extensive review
of existing literature, held six evidence sessions, and put out a call for evidence to the public
to gather stories about the impact of stereotypes. We polled 1,280 parents and 1,027
practitioners who work in early childhood education, and carried out 26 in-depth interviews
with parents of young children. In Autumn 2019, our local groups, members, and supporters
audited 141 high street shops to explore gender stereotypes in their in-store marketing. We
6 conducted online audits of the websites of 33 retailers of children’s products, and the top ten
YouTube children’s channels.
Why challenge gender stereotypes?
Gender stereotypes are oversimplified generalisations that dictate what is acceptable or
expected for women and girls, and men and boys. The evidence is clear - those limitations
start early, hold many children back, and cause significant problems across society in later life.
Our Commission has focussed on the ages 0-7 because it is in this period that the foundations
of our understanding of our place in the world is laid. Our focus is firmly on the impact that
gender stereotypes have on both girls and boys.
There is a clear, positive case for the benefits to our economy, to society, and to us as
individuals as a result of challenging gender stereotypes:
• Research shows that gender stereotypes result in girls, by the age of six, avoiding subjects
they view as requiring them to be “really, really smart”,1 which reads across to lower
take-up of STEM subjects in later life.
• Gender stereotyped expectations result in boys developing lower reading skills2,3
leading to them developing lower skills and contributing to the gender achievement gap.
1 Lin Bian, Sarah-Jane Leslie, Andrei Cimpian (2017) ‘Gender stereotypes about intellectual ability emerge early and influence children’s interests’
Science 355(6323) pp 389-381
2 Jan Retelsdorf, Katja Schwartz, and Frank Asbrock (2015) ‘”Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept’ Journal
of Educational Psychology 107(1) 186-194; lka Wolter, Edith Braun and Bettina Hannover (2015) ‘Reading is for girls!? The negative impact of preschool
teachers’ traditional gender role attitudes on boys’ reading related motivation and skills’ Frontiers in Psychology 6 pp 1267
3 Francesca Muntoni, Jenny Wagner, and Jan Retelsdorf (2020) “Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’
Reading Outcomes?” Child Development, February 25. https://doi.org/10.1111/cdev.13359
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• Children who hold more gender stereotyped views, and whose friends emphasize
stereotypes, have poorer wellbeing.4 Using literature which challenges gender
stereotypes can help improve self-esteem among boys.5
• 36% of seven- to ten-year-old girls say they are made to feel their looks are their most
important attribute,6 contributing to dissatisfaction with their bodies which impacts
on eating disorders and suicide attempts7, just as expectations around the male
breadwinner and ‘stoic’ men contribute to higher male suicide rates.8
• There is significant research that finds that challenging gender-stereotyped behaviour in
early childhood can reduce violence against women and girls9,10
• Gender stereotypes can contribute to the abuse and harassment of LGBT young
people and adults.11
• Gender stereotypes intersect with stereotypes about race to cause harm, from
exclusion of Black boys to assumptions about submissiveness of Muslim girls.12
By challenging gender stereotypes, we can close the gender gap in STEM; challenge economic
inequality; improve boys’ reading scores; tackle the crisis of happiness among children; limit the
harms caused by negative body image; tackle the single biggest killer of men under 45 in the
UK; reduce the harms caused by violence against women and girls which costs society £66bn
each year,13create a better future for LGBT people, and address the combined harm of racism
and intersectional inequalities.
Gender stereotypes continue to be widespread and deeply embedded. A concerted effort by
7
parents, educators, companies and Government is needed for that to change. Each of these
influences on children is connected and woven together. That is why no one part of society
can make the change needed when it comes to gender stereotypes – we all have to pull
together. Unless we all do so, each of us will fear that changes they make in one area will be
overridden elsewhere.
But every one of us can make a meaningful change in our own way. The harms caused by gender
stereotypes can be avoided or reversed, and research shows the benefits change can bring.
How gender stereotypes work
Children seek out explanations for the world they live in, so the way that we present it
to them matters and helps to form their understanding of the world, even shaping their
developing brains. At an overall level, we can challenge the impact that stereotypes have
4 Children’s Society, (2020) Good Childhood Report 2020
5 Ochman, J.M. (1996), ‘The effects of nongender-role stereotyped, same-sex role models in storybooks on the self-esteem of children in grade
three’, Sex Roles, Vol. 35:11-12, pp711-735
6 Girlguiding (2016), Girls Attitudes Survey 2016
7 Jacobi and Fittig (2010) ‘Psychosocial risk factors for eating disorders.’ In: Agras S, ed.. The Oxford Handbook of Eating Disorders. USA: Oxford
University Press; 2010
8 Daniel Coleman and John Casey (2011) The Social Nature of Male Suicide: A new analytic model International Journal of Men’s Health 10(3)
9 Kung et. al (2018), ‘Preschool Gender-Typed Play Behaviour at Age 3.5 Years Predicts Physical Aggression at Age 13 Years’ Archives of Sexual Behaviour
47, 905-914 https://research-information.bris.ac.uk/files/135161829/s10508_017_1005_6.pdf 
10 Miller et. al (2019) ‘Male Adolescents’ Gender Attitudes and Violence: Implications for Youth Violence Prevention’ American Journal of Preventive
Medicine https://www.ajpmonline.org/article/S0749-3797(19)30474-X/abstract 
11 Lucy Rae. (2017). Getting started: celebrating difference and challenging gender stereotypes in the early years foundation stage. Stonewall https://www.
stonewall.org.uk/sites/default/files/getting_started_early_years.pdf
12 Graham et. al. (2019) School exclusion: a literature review on the continued disproportionate exclusion of certain children, Department for Education
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/800028/Timpson_review_of_school_exclusion_
literature_review.pdf
13 Rhys Oliver et. al. (2019) The economic and social costs of domestic abuse Home Office Research Report 107
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by firstly challenging how important those differences are. Using language, colour codes, or
actions to unnecessarily divide people up based on gender has a real impact when it comes to
telling children where and when gender matters.

The history of our society underpins these divisions. We need to teach our children about it
at an appropriate age so they can understand why inequalities exist, and offer examples which
undermine the harmful stereotypes that are out there.

EDUCATION PRACTITIONERS
Our research finds that the majority of practitioners in early years and Key Stage 1 settings,
from childminders to teachers, recognise the harm that gender and racial stereotypes cause
to children.

• 64% agree that gendered assumptions affect boys’ ability to talk about their emotions
• 57% agree stereotypes limit the jobs girls feel they are able to do when they are older.
• 70% of practitioners agree that treating children differently from an early age based on
assumptions about their race or ethnicity has negative consequences
• 80% of parents agree that they want to see their child’s school or nursery to treat boys
8 and girls the same, with the same expectations and opportunities.
Academic evidence shows that both the environment and practitioners can unnecessarily
separate girls and boys, through language and physical segregation.14 Practitioners who hold
gender stereotypical attitudes influence children’s interests in and success in different subjects,15
have been found to pay more attention to boys than girls in class,16 and to encourage children
when they engage in behaviour that is stereotypically expected, for example helping for girls
and physical play for boys.17 But strong evidence shows that using counter-stereotypical reading
material can reduce gender stereotyped views and behaviours, and improve wellbeing, among
young children.18
We asked practitioners if they have seen or heard gender stereotypes perpetuated in their
setting:
• More than half of (54%) have ‘often’ or ‘sometimes’ witnessed people say “boys will be
boys” when boys misbehave.
• Nearly half (49%) have ‘often’ or ‘sometimes’ heard gender-specific pet names like
“darling” or “buddy” used in their setting.
• A third have seen boys and girls split into groups for activities like lining up or games.
• The assumption that boys and girls will want to do different activities is commonplace,
with six in ten (60%) saying this ‘often’ or ‘sometimes’ happen.
14 Fagot, B. I. (1977). ‘Consequences of moderate cross-gender behavior in preschool children,’ Child Development, 48(3), pp. 902–907
15 Reteldorf (2015) Ibid
16 Chick, K., Heilman-Houser, R., & Hunter, M. (2002). ‘The impact of child care on gender role development and gender stereotypes,’ Early Childhood
Education Journal, 29(3), pp. 149-54.
17 Ibid., and Fagot, Ibid
18 Lauren Spinner, Lindsey Cameron and Rachel Calogero (2018) ‘Peer toy play as a gateway to children’s gender flexibility: The effect of (counter)
stereotypic portrayals of peers in children’s magazines’ Sex Roles 79 314-328; Ochman, J.M. (1996), ‘The effects of nongender-role stereotyped,
same-sex role models in storybooks on the self-esteem of children in grade three’, Sex Roles, Vol. 35:11-12, pp711-735; Karniol, R., & Gal-Disegni, M.
(2009). ‘The impact of gender-fair versus gender-stereotyped basal readers on 1st-grade children’s gender stereotypes: A natural experiment,’Journal
of Research in Childhood Education, 23(4), pp. 411–420
9
What can be done
We are clear that it is not right to point fingers or blame practitioners for the problem
of gender stereotyping, but we do recognise that practitioners can make a difference. The
practical tips for practitioners and setting leadership in this report outline the steps
that they can take, from praising children equally, to thinking about the language they use, to
engaging in challenging conversations that help children form a more equal worldview.
In their initial training, only half of practitioners received substantial training on how to
challenge gender stereotypes. For four in ten (38%) it was limited to an occasional reference,
or was not present at all. The required content of training for these roles is largely set by the
Department for Education, through the Initial Teacher Training Core Content Framework
(qualifications criteria for early years educators). 74% of practitioners support discussing
gender stereotypes explicitly in the initial training on offer for their role.
This lack of training is not routinely addressed by continuous professional development. In
their current role, four in ten (41%) practitioners had received no CPD on gender stereotypes
and a further 13% only received relevant CPD more than five years ago.
RECOMMENDATION: Government should issue new teacher training
guidance. We recommend that the DfE extends the Initial Teacher Training Core Content
Framework19 to include knowledge and understanding of gender stereotypes, and stereotypes
relating to race and other protected characteristics, and the approaches to teaching that can
be used to counter them.
19 
Department for Education (2019) ITT Core Content Framework https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/919166/ITT_core_content_framework_.pdf
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Similarly, the content of Government criteria for early educator qualifications at T Levels, levels
1 to 3 and apprenticeships should be amended to include active challenge of stereotyping.
RECOMMENDATION: Training providers should review their practice.
Organisations who deliver initial training to practitioners at all levels should review their
curriculum to include the need to challenge gender stereotypes. This should be done in advance
of forthcoming Government guidance on teacher training and early years qualifications, and
then updated as needed.
RECOMMENDATION: The DfE should create a funding pot for CPD training
for practitioners to fill the gaps in training evidenced by our polling and reinforce initial
lessons. The newly created £8 million Wellbeing for Education Return Grant20 can serve as
a model; Local Authorities should be given money to fund a training package delivered by
experts to nurseries and schools on how to challenge gender stereotypes.
RECOMMENDATION: The DfE should ensure that challenging gender
stereotyping is a focus of equalities CPD. Alongside the other elements of delivering
the equality duty, providers should make challenging gender stereotyping, and other forms of
stereotyping based on protected characteristics, part of training. In particular, online training
relating to the new EYFS framework should reflect this aim.
10
Practitioners strongly support taking action against gender stereotypes. They
are receptive to training on challenging gender stereotypes throughout their career, and,
perhaps surprisingly given the widespread understanding that educators feel over-assessed, for
a role for regulator in this. Our recommendations are numerous, because there is considerable
diversity in the education sector as experienced by young children. This diversity means that
just as change needs to come from both parents, companies and education, similarly it needs
to come from multiple directions within education.
RECOMMENDATION: Make actively challenging gender stereotypes integral
to good early years practice. It is positive that the new Development Matters document
makes reference to challenging gender stereotypes.21 The Department for Education (DfE)
must go further – at its next review and the next Early Years Foundation Stage review, work
must be done to make active challenge of gender stereotyping a feature of good practice. This
can be framed within the context of the EYFS guidance that asks practitioners to consider
each child as a “unique learner”.
RECOMMENDATION: Make challenging gender stereotypes part of the RSHE
train the trainer programme. We welcome the inclusion of content around stereotypes in
the RSHE curriculum in primary schools. At the next review the DfE should make challenging
gender stereotypes explicit in the curriculum. As well, challenging gender stereotypes should be
20 Department for Education (2020) Wellbeing for education return grant: S31 grant determination letter https://www.gov.uk/government/publications/
wellbeing-for-education-return-grant-s31-grant-determination-letter
21 Department for Education (2020) Development Matters: Non-statutory curriculum guidance for the early years foundation stage https://assets.publishing.
service.gov.uk/government/uploads/system/uploads/attachment_data/file/914443/Development_Matters_-_Non-statutory_curriculum_guidance_
for_the_early_years_foundation_stage__1_.pdf
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included in the new Government funded “train the trainer” programme for RSHE.22
RECOMMENDATION: Improve teaching standards requirements by including
a requirement to actively uphold equality duties, including challenging
stereotypes relating to protected characteristics. The Teachers’ Standards sets out
the minimum requirements for teachers’ practice and conduct in schools and early years
settings.23 The DfE should update the guidance to include requirements for challenging gender
stereotypes, and all stereotypes relating to protected characteristics, as part of the steps
teachers should take to meet the equality duties.
RECOMMENDATION: Ofsted should ensure that challenging gender
stereotypes is an active part of the inspection framework addressing gender
equality and protected characteristics. Ofsted and equivalent bodies should ensure
that the criteria around equality already within the inspection framework is well understood
by inspectors and prioritised within the framework. To assist with evaluating teaching of the
new RSHE curriculum, Ofsted should provide its inspectors with guidance on how teaching
which promotes equality should challenge gender stereotypes, and stereotypes relating to
other protected characteristics, building on the recent guidance on inspecting teaching of the
protected characteristics.24
RECOMMENDATION: Government should appoint a lead on challenging
stereotypes. The DfE has a clear role in promoting the importance of challenging gender 11
stereotypes and providing resources and materials to assist practitioners and settings. To do
so, the DfE should appoint a government official to lead on gender stereotypes who will work
with bodies in the education sector (not only nurseries and schools, but other organisations
such as training providers, education unions, and education content developers) and advocate
for the elimination of gender stereotypes in education.
Men are underrepresented in the early childhood education workforce. 25 Research does
not support the idea that teacher gender plays a part in improving children’s educational
outcomes;26 but more men in the early years can play a role in challenging gender stereotypes
if we also challenge existing expectations around the role they might play, for example not
expecting them to take on the ‘rough and tumble’ play. This needs to happen alongside raising
the pay and status of the sector, which would address overall recruitment problems, including
recruiting men.
22 Department for Education (2020) Teaching about relationships, sex and health https://www.gov.uk/guidance/teaching-about-relationships-sex-and-
health#training-support-for-schools
23 Department for Education (2013) Teachers’ Standards: Guidance for school leaders, school staff and governing bodies https://assets.publishing.service.
gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf; National College for Teaching and Leadership
(2013) Teachers’ Standards: Early Years https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/
Early_Years_Teachers__Standards.pdf
24 Ofsted (2020) Equality and diversity impact assessment: inspecting protected characteristics https://www.gov.uk/government/publications/inspecting-
teaching-of-the-protected-characteristics-in-schools/equality-and-diversity-impact-assessment-inspecting-protected-characteristics
25 Warin, J., Wilkinson, J., Davies, J., Greaves, H., and Hibbin, R. (2020).Gender Diversification of the Early Years Workforce: Recruiting and Supporting Male
Practitioners. Lancaster University/ Fatherhood Institute
26 Bruce Carrington and Christine Skelton (2003) ‘Re-thinking ‘role models’: equal opportunities in teacher recruitment in England and Wales’ Journal
of Education Policy 18(3)
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RECOMMENDATION: Government should raise the status of the early years
professions by improving pay, training and qualifications of the workforce.
Raising the status of the early years professions is fundamental to addressing the recruitment
crisis, including in relation to men, and would benefit quality overall. DfE should also encourage
early years settings to recruit more men by requiring early years employers to report on the
gender breakdown on their workforces, and the DfE should publish summary figures annually.
Three quarters of practitioners agreed that they want to see funding provided by Government
for books and materials that show boys and girls as equal. International reviews of gender
representations in textbooks have found significant issues,27 and in particular in the US market.28
RECOMMENDATION: All education publishers (print and online) should
explore their editorial guidelines in light of this issue and ensure that their
materials avoid gender stereotypes, and take opportunities to challenge them.
Educational content developers set the tone and often the content for activity within education
settings in early childhood.
12 The available pilot and small-scale trial evidence suggests that programmatic interventions
can make a difference to gender stereotyping, on a whole-school basis.
In Sweden, an evaluation of one such ‘gender neutral’ pre-school found, using a set of one-
off measures in comparison to typical pre-schools, that boys were more interested in playing
with girls, and vice versa, and that children held lower levels of stereotyped attitudes.29 The
Commission heard evidence from organisations running programmes undertaken in the UK to
challenge stereotypes, including Lifting Limits, You Be You, and the Improving Gender Balance
project from the Institute of Physics.
These programmes each incorporate different elements of the approach that needs to be
taken, based on the evidence of the nature of harms and of effective responses. The findings
from their trials are truly promising. To unlock large-scale investment by Government and
institutional funders in wider rollout of these schemes, gold-standard, controlled trial evaluation
is needed in order to make the case on the basis of a clear understanding of costs and benefits.
RECOMMENDATION: The Department for Education and Government
Equalities Office should fund evaluations of school and early years setting
interventions and then scale up the most effective ones. There is promising evidence
of the effectiveness of whole-school interventions from small-scale pilots, however support is
needed to generate the highest quality assessments of what elements of these programmes
work in order to unlock Government funding. Government should fund control trial evaluations
of a number of these programmes.
27 Blumberg (2014) ‘Eliminating gender bias in textbooks: Pushing for policy reforms that promote gender equity in education’ Background paper
prepared for the Education for All Global Monitoring Report 2015
28 Lorraine Evans and Kimberly Davies (2000) ‘No sissy boys here: A content analysis of the representation of masculinity in elementary school reading
textbooks’ Sex Roles 42, 255-270
29 Kristin Shutts et. al. (2017) ‘Early preschool environments and gender: Effects of gender pedagogy in Sweden’ Journal of experimental child psychology
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RECOMMENDATION: Other funders should intervene to ensure programmes
are evaluated and to extend their impact. Institutional research funders should support
high-quality evaluations of programmatic interventions to challenge gender stereotypes.
THE COMMERCIAL SECTOR
The research evidence shows that the way companies use stereotypes to sell products and
services to children can steer them toward gender stereotypical choices, and send messages
to them about what is deemed appropriate for boys and for girls. Together these sectors make
up the ‘wallpaper’ of children’s lives.
Evidence from experimental studies shows that gender differences in the colours that children
like and the toys they prefer come about over time,30,31 – they are not innate. Colours are not
inherently the problem - it is the way that those colours, and tropes and slogans, separate boys
and girls at an early age, and the messages bound up in those ‘appropriate’ colours: of girls as
frivolous and ‘pretty’; and boys as serious.
The approach we advocate is not to shift from gender-segregated pink and blue options to
a beige, “gender neutral” alternative, which is sometimes how this argument is caricatured. 13
Our aim is for the whole range of experiences and options to be available to all children, and
therefore for the whole colour palette to be used without discrimination when it comes to
products and media for children.
At one level the current system, of relying on gender stereotyping to sell products to
children, works. Because it is used by the majority of marketers and designers, it represents a
comfortable business as usual option. However, the evidence we have heard as a Commission
shows three things:
1. This way of working causes harm;
2. Parents want to see change. 66% of parents say that they want to see companies
voluntarily advertise toys to boys and girls in the same way, and 58% want the
Government to require it. Parents who want to see toys advertised as “for any child”
significantly outnumber those who prefer toys “for boys” or “for girls”,
3. When businesses have made change, from Usborne Books dropping ‘For Boys’ and
‘For Girls’ titles to the lack of commercial impact following Let Toys Be Toys’ successful
campaign on the UK high streets, they have not seen the negative commercial impact
that some of their internal stakeholders predicted.
Toys: Research demonstrates divisions in the toys made available to girls and to boys, and
that the different opportunities these provide to children have negative impacts in terms of
the potential for differential skill development. For example, it shows that young girls are given
30 Hines and Wong (2015) ‘Preferences for Pink and Blue: the development of color preferences as a distinct gender-typed behaviour in toddlers’
Archives of Sexual Behaviour 44
31 Jac Davis and Melissa Hines (2020) ‘How large are gender differences in toy preferences? A systematic review and meta-analysis of toy preference
research’ Archives of Sexual Behaviour 49, 373-394
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fewer opportunities with STEM toys,32 and that toys aimed at boys are less likely to emphasize
caring.33
Expert evidence that we heard about processes in the toy industry sent a clear message that
gender is built in at a number of points. Company business units are often still split by gender,
although this has begun to change with some manufacturers. At the point of setting a product
design brief, often manufacturers still specify that it ought to be marketed to a specific gender.
At the point of market research, often single-gender groups of children are used.
RECOMMENDATION: Design toys for children, not by gender. Toy manufacturers
should commit to end gender-specific product briefs, and to end single-gender focus groups for
product market research.
RECOMMENDATION: Toy companies should drop teams that work on “toys
for boys” or “toys for girls”. Toy manufacturers should commit to restructuring their
business so that internal business units are not ordered by gender, from product design
through to marketing and advertising. As this will require a degree of restructuring, we call for
manufacturers to commit to enacting this in the medium term.
14 Evidence from the US suggests that in a shift occurred in the advertising of toys after the 1980s
to increase the use of gender differentiation – and gender stereotypes – in order to encourage
sales.34 Some of the gendered trends in toy advertising identified in research include depictions
of boys as more knowledgeable, active, dominant and aggressive than girls,35 in addition to the
colour segregation described above.
Our member and local groups’ assessment of toy retailing on the high street found that
explicit segregation remains low following concerted campaigning by Let Toys Be Toys, but that
implicit segregation is prevalent, and this picture persists online.
RECOMMENDATION: The Department for Culture, Media and Sport should seek a
voluntary agreement with manufacturers, distributors and advertisers in the toy industry,
working closely with the British Toy and Hobby Association, the British Toymakers Guild, and
the Toy Retailers Association, along the lines of the French model. This should cover design,
advertising, and in-store service.
RECOMMENDATION: While we recognise that online product search is a complex
picture, we urge relevant companies to take steps to reduce the prominence of gendered
autocompletions in their search bar, and to curate a less stereotypical range of options returned
by these searchers. This applies beyond toys, to their ranges of books and other products.
32  mily Coyle and Lynn Liben, ‘Gendered Packaging of a STEM Toy Influences Children’s Play, Mechanical Learning, and Mothers’ Play Guidance’ Child
E
Development 91(1); Rebecca Hei Li and Wang Ivy Wong (2016) ‘Gender-types play and social abilities in boys and girls: are they related?’ Sex Roles
74, 399-410
33 Becky Francis (2010) ‘Gender, toys and learning’ Oxford Review of Education 36(3)
34 Elizabeth Sweet (2013) Boy builders and pink princesses: Gender, toys, and inequality over the twentieth century. Unpublished doctoral dissertation, The
University of California, Davis, CA.
35 Beverly Browne, (2013) ‘Gender stereotpyes in advertising on children’s television in the 1990s: A cross-national analysis’ Journal of Advertising 27(1)
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RECOMMENDATION: Retailers and advertisers should reflect on their products and
marketing, and take steps to reduce stereotyping. Once they are available, advertising agencies
and businesses who commission them should pledge to use the Fawcett Society and Eurobest
blueprint for change in their work.
Ahead of that blueprint being available, we call for manufacturers, retailers, and agencies to
take four clear steps:
1. Use inclusive language and names in product descriptions;
2. Represent children equally in video and picture content.
3. Avoid stereotyped use of colours in product design and packaging
4. Think about the messages coded in your advertising through gendered imagery and
themes.
Online content: Watching videos on YouTube is a weekly activity for over half of children
aged over 3. Perhaps surprisingly to people who were parents less recently, 35% of 5-7s have
their own tablet.36
The way in which online video platforms work has the potential for a negative impact in terms
of stereotyping. These platforms use algorithms to determine which video will be shown next,
based significantly on its similarity to the previous video. If the video a child starts on matches 15
stereotyped expectations of their interests, subsequent videos are unlikely to challenge them.
Our audit of the top ten YouTube channels found that women were underrepresented, making
up 38% of characters, while disabled characters rarely featured. Often roles were highly gender
stereotyped - in all three videos which were a variation of the nursey rhyme “Wheels on the
Bus”, the bus driver was male. Farmers and mechanics were male; teachers and singers were
female.
RECOMMENDATION: Diversify online video content. Platforms should actively
support new children’s content creators whose content challenges gender stereotypes, through
seeking and promoting new creators. In the case of YouTube, this could include supporting
them with access to the Partner Program and other resources, and promoting them on YouTube
Kids and the homepage.
RECOMMENDATION: Further research into gender in online video platforms
is needed. Our analysis of a small sample of videos suggests a significant problem, but we
recommend that funders enable more detailed analysis of the issue and potential solutions.
Gaming and online gaming is increasingly one of children’s main activities. Research on gender
and videogames is limited, and in line with a sector which is fast drawing in a younger audience,
primarily focuses on older adolescents or adults.37
36 Ofcom (2020), Children and parents: media use and attitudes report 2019
37 Alexandra Henning et. al. (2009) ‘Do stereotypic images in video games affect attitudes and behaviour? Adolescents’ perspectives’ Children, Youth,
and Environments 19(1)
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RECOMMENDATION: Further research is needed into the games younger children play,
the online worlds they inhabit, and how they are gendered. Academics and research funders
should commit to exploring the representation of women and female characters in videogames
as well as the user experience of online worlds.
Television: Analysis of UK children’s television in 2017, updating 2008 research, finds no increase
in female characters, with them making up only 36% of characters. Research focussed on television
for 0-5s similarly finds that a third of television shows perpetuated gender stereotypes.38
RECOMMENDATION: Use Government funding to drive change. Department
for Culture, Media and Sport funding to support home-grown children’s television should carry
with it a requirement for content creators to ensure gender balanced representation, and a
commitment to tackle stereotypes within the content.
RECOMMENDATION: Ofcom should audit gender and minority representation
in children’s TV. As part of its remit to ensure that broadcasters provide content that
appeals to diverse audiences, Ofcom should build on its Diversity and Equal Opportunities
in Television report and commit to conducting and publishing a regular audit of gender and
minority representation in children’s television, using the insight from this work to inform its
16 regulatory role.
Books: Representation of female and minority groups in children’s books, and perpetuation
of gender stereotypes, remains an issue. A child is 1.6 times more likely to read a book with
a male lead, and seven times more likely to read about a male villain.39  Father characters are
under-represented or ineffectual, characters who are professors are overwhelmingly white
men,40 and BAME characters to be more likely to be in the background and women half as
likely to speak.41
When children within the age range we have focussed on read storybooks which challenge
gender stereotypes, it can lead to increasing play with counter-stereotypical toys, changing
children’s perceptions of what activities and jobs are appropriate for women and men, and
widening children’s aspirations.42 Despite the rise of other forms of media, storybooks still
matter.
Our high street audit did not find suggestions that gendered marketing was a significant issue
within bookshops, but may be more of an issue in non-traditional outlets such as supermarkets.
None of the four book retailer websites we looked at had a filter or menu drop-down for
gender. However, searching for ‘books’ did bring up gendered search options on Amazon,
which may be partly driven by poor practice in the use of metadata by publishers.
38 Hopster, 2018
39 Donna Ferguson (2019) ‘Highly concerning: picture books bias worsens as female characters stay silent’ Guardian https://www.theguardian.com/

books/2019/jun/13/highly-concerning-picture-books-bias-worsens-as-female-characters-stay-silent ; CLPE (2018) Reflecting Realities https://clpe.
org.uk/publications-and-bookpacks/reflecting-realities/reflecting-realities-survey-ethnic-representation
40 Caldwell, Elizabeth F. and Wilbraham, Susan (2018) Hairdressing in space: Depiction of gender in science books for children. Journal of Science and
Popular Culture.
41 CLPE (2019) Reflecting Realities 2019
42 Carla Abad and Shannon Pruden (2013), ‘Do storybooks really break children’s gender stereotypes?’ Frontiers in Psychology 24
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RECOMMENDATION: Address the lack of diversity in children’s books and
television. Book publishers and television content creators should revise their editorial and
commissioning guidelines to ensure that gender and ethnicity balanced representation across
their output is the aim; and that content avoids stereotypical depictions on the basis of gender
and other characteristics. A very simple step they can take would be to flip the gender of non-
human characters, like robots or bears – without using stereotyped visual cues, like eyelashes
or a bow.
RECOMMENDATION: EDItEUR should work with Commission members to create and
share informal guidance on how to best use existing metadata and avoid unnecessary gender
segregation. They should also introduce a metadata tag to identify reading material which
actively challenges gender stereotypes.
Clothes: What is on the front of a t-shirt may seem trivial, but research literature shows that
messages in clothing send strong signals to us all, including children, about what topics and
interests are deemed appropriate for them.43
The issue of what our clothes say about us clearly comes through our review of online marketing.
We looked at the slogans used for girls’ and boys’ clothing, and found clear differences. The
messages are clear – emotions and passivity are for girls, while being active, controlling, even
violent are for boys. 17
RECOMMENDATION: End the “princessification” of girls and “toxification”
of boys. There is nothing wrong with children wanting to be a ‘princess’ but everything wrong
with the limiting messages that girls should be dainty, passive, frivolous and concerned with
their looks; while boys get to be active and scientific but are not allowed to be vulnerable or
caring. This message is repeatedly reinforced to girls in particular. Clothing companies should
commit to ending gender-stereotyped slogans on their clothing, and to making slogans and
themes equally available across all children’s clothing lines.
As well as the explicit messages clothing sends about how we view our children through slogans
and themes, we considered what impact the separation of clothes into ‘for boys’ and ‘for girls’
in the 0-7 age range has. Clothing designed for girls has been suggested to be costlier,44 and
made of lower quality materials, and tend to have a smaller, tighter fit.45 Segregated marketing
is still the standard in clothing retail, present in 43 out of 62 children’s clothing shops our
members and local groups visited, and nine out of ten online stores.
We found that 48% of parents prefer to buy clothes for young children which are advertised
by gender, while 28% prefer clothes which are advertised as being for any child and 22%
express no preference. This suggests an underserved market for parents who want to have
the option to avoid gendered clothing.
43 Hajo Adam and Adam Galinsky, (2012) “Enclothed cognition”. Journal of Experimental Social Psychology. 48 (4)
44 Channelmum.com, https://www.channelmum.com/a/the-gender-gap-what-is-it-when-does-it-start
45 Katherine Clover, ‘5 unexpected gender differences in children’s clothing’, parent.com https://www.parent.com/5-unexpected-gender-differences-in-
childrens-clothing/
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RECOMMENDATION: Clothing retailers should meet the significant demand for greater
diversity and less segregation by offering non-gender specific ranges for young children, and a
wider range of products under boys’ and girls’ tags or rails on websites and in stores.

RECOMMENDATION: Clothing retailers should review whether, on fit and quality, their
clothing offers equal opportunities for active play to all children or whether it holds girls back.

Cards and stationery: Literature on gender and greetings cards is limited, but suggests
that they actively separate girls and boys and highlight differences. Our audit of 22 high street
card or stationery vendors found that seven used explicit gender segregation on some of their
displays relating to children in our age range. 14 retailers – about two thirds – used implicit
segregation.

RECOMMENDATION: Almost all of the mainstream vendors we looked at sell greetings

cards which are segregated by gender and which rely on gender stereotypes. Card retailers
should remove the labels, allowing the creation or sale of more options that are suitable for
all genders.
18
PARENTING
Children are influenced by what goes on in their home and close community. This includes
mothers, fathers, other primary caregivers, grandparents, siblings, cousins, neighbours and
many others. This is not just an issue for mothers, who we know face considerable pressures
and are too often expected to be the primary carer. The choices fathers make are equally
important, and they too must be supported. Fathers’ role in raising children has changed
substantially. Their time spent looking after children has increased each decade, rising from a
third of mothers’ in 1999 to half now,46 and with expectations of them altering.
• 63% of all parents agree that children are treated differently on the basis of race from
an early age, with BAME parents slightly more likely to agree.
• Parents, particularly parents of boys, are worried about bullying due to gender non-
conformity. 61% said they would worry about bullying if their son behaved differently to 19
what is seen as ‘normal’ for their gender, compared to 47% in relation to their daughter.
• 41% of parents agree and 30% disagree that their own children have been treated
differently because of their gender.
How parents have an influence
Fathers and mothers, and other caregivers, have an influence on how their children receive
information about behaviour or roles that are deemed acceptable for boys and girls, or for
women and men. Those messages can either challenge or, more commonly, perpetuate gender
stereotypes. Parents have an impact through:

Making a difference will require parents to be open to exploring and understanding their own
views on gender, and being open to challenging themselves – although it is clear from our
polling that many parents are already engaged in this work. The changes that parents can make
are also closely tied in with the changes that need to be made in other sectors. For example,
parents are influenced by commercial pressures, just as their children are, so it is unsurprising
that our polling shows they want to see companies change – but equally, there is a role for
them to play as conscientious consumers on behalf of their children.
Across the board, parents agree on the impact of stereotypes:
• 74% of parents agree that people treat girls and boys in different ways from an early age
because of gender, and 60% agree this has negative consequences.
46 
Adrienne Burgess and Jeremy Davies (2017) Cash or Carry: Fathers combining work and care in the UK Fatherhood Institute http://www.
fatherhoodinstitute.org/wp-content/uploads/2017/12/Cash-and-carry-Full-Report-PDF.pdf
• The opportunities that they give to their children, such as asking girls to do domestic
chores more than boys, or encouraging children to play with stereotypical toys.47
• Setting different expectations of what girls and boys can achieve. Research shows that
mothers’ and fathers’ gender-stereotyped beliefs about their children’s ability, which arise
as early as 11 months,48 have a strong relationship, over time, with their engagement
with sports, driving down girls’ participation and ability.49
• Our survey data finds that when it comes to future careers construction was seen as a
possibility for 22% of sons, but only 3% of daughters, and parents are much more likely
to picture girls as teachers (26% compared to 14% for boys).
47 Hugh Lytton and David Romney (1991), ‘Parents’ differential socialization of boys and girls: A meta-analysis’ Psychological Bulletin 109(2), 267-296
48 Mondschein, E., Adolph, K., Tamis-LeMonda, C. (2000), ‘Gender bias in mothers’ expectations about infant crawling’, Journal of Experimental Child
Psychology, 77:4, pp 304-316
49 Jacquelynne Eccles and Jennifer Fredericks (2005), ‘Family Socialization, Gender, and Sport Motivation and Involvement’ Journal of Sport and Exercise
Psychology 27(1)
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• Transmitting their own beliefs, conscious and unconscious, about the extent to which
gender determines what we should do and how we should behave.50
• Through the language parents and caregivers use. Talking about children rather than
‘boys and girls’, and using specific examples – “those boys are good at sports” not “boys
are good at sports” – where we do need to differentiate, can help avoid children fixing
unimportant differences in their minds.
• Through their own role modelling. Often this is measured in terms of fathers’
contributions to household tasks51 and time spent caring for their children,52 or whether
or how much mothers work. This role modelling also impacts on children’s outcomes.
To tackle this, we find widespread agreement that fathers should be given “longer,
better-paid time off when a child is born, if they want it”, with 69% of fathers and 76%
of mothers agreeing.
RECOMMENDATION: Government should equalise parental leave and
create a longer, better paid period of non-transferable leave reserved for dads
and ‘second’ carers. To support the increase in childcare done by fathers to take root,
the Business, Energy, and Industrial Strategy Department should reform policy to equalise
parenting between men and women. This must include reform to parental leave so that
fathers and second carers have more, better paid time off with babies and young children;
20 and actions to enable their increased involvement in childhood. There are numerous policy
reasons to make this change: challenging gender stereotypes for young children adds another
important one.
RECOMMENDATION: Employers should strive to create dad-friendly
workplaces. Workplace cultures and policies are hugely influential in stopping fathers from
taking up the leave available under the current Shared Parental Leave government policy.53
Employers should take up the actions outlined in the ‘Fathers at Work’ toolkit produced by
academics at the University of Birmingham.54
Supporting parents to challenge gender stereotypes
Our report suggests ten tips for parents who want to challenge gender stereotypes, ranging
from using gender-equal language, to being a conscientious consumer. But we also look at the
scope for other influences to assist parents.
Becoming a parent, especially for the first time, is a life-changing moment, and research from
the US suggests that for first-time parents it is a key moment for some parents’ views on
gender stereotypes to solidify.55 An early influence on mothers and fathers as they begin to
think about the way they parent is the health professionals in the UK who are a feature of their
child’s first years, from ante-natal classes to health visitors.
50 Anneka Dawson, Alison Pike, and Lauren Bird, (2016) ‘Associations between parental gendered attitudes and behaviours and children’s gender
development across middle childhood’ European Journal of Development Psychology 13(4) 452-471
51 Dawson, Pike, and Bird (2016), ibid.
52 Lawson, Crouter and McHale (2015), ibid
53 Holly Birkett and Sarah Forbes (2019) ‘Where’s dad? Exploring the low take-up of inclusive parenting policies in the UK’ Policy Studies 40 (2)
54 University of Birmingham, Fathers in the Workplace Toolkit https://more.bham.ac.uk/fathersintheworkplace/
55 Katze-Wise, Priess, and Hyde, (2010) ‘Gender-Role Attitudes and Behavior Across the Transition to Parenthood’ Developmental Psychology 46:1
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Research suggests that these services lack a focus on including fathers,56 which risks perpetuating
stereotypes about who should be involved in childcare. Beyond that, our evidence does not
suggest that the content of their advice and work is a particular risk for perpetuating gender
stereotypes. However, they are a route by which positive change could be made. In addition to
– or sometimes instead of – traditional ante-natal support, many new parents rely on websites
and smartphone apps for information relating to their new baby. Studies suggest that 59% of
new mothers use such apps.57
RECOMMENDATION: Embed an understanding of gender stereotypes in
antenatal and health visiting practice. The DHSC should issue guidance to support
NHS midwives who deliver antenatal classes, and health visitors, to enable their practice to
challenges gender stereotypes, including around fathers’ and partners’ roles in child rearing.
Where possible, they should make space for parent-centred discussions about this issue. A
leaflet on the benefits of challenging gender stereotypes should be shared with new parents
at pregnancy appointments. Classes aimed at fathers and non-birth giving partners should
be better funded.
RECOMMENDATION: Organisations running ante-natal classes should share information
with their trainers on some of the ways that gender stereotyping can happen, both for their
trainers’ practice and where relevant to the parenting advice that they give.
21
RECOMMENDATION: Use technology to challenge gender stereotypes.
Producers of content for advice apps and websites used by parents should review their content
to reduce limiting gender stereotypes, and consider how they can use their platforms to share
positive messages about removing those limitations on children. Platforms with widespread
use, like the Baby Buddy app or Mumsnet, present some of the biggest opportunities to start
a conversation with parents.
Our data shows that parents are open to advice from schools about how to ensure that
gender stereotypes do not affect their future. 56% of parents overall, and 61% of BAME
parents, agree that they want advice, compared with just 14% overall who disagree.
RECOMMENDATION: Government should equip education professionals
with the resources to challenge gender stereotypes and enable them to support
parents to do so. The Department for Education should support the creation of materials
for practitioners to use to reflect on how their practice with parents, as part of an active
Relationships, Health and Sex Education curriculum at key stage 1 and parent partnership at
the Early Years Foundation Stage, can challenge stereotypes. These materials should recognise
how gender stereotypes intersect with those around other protected characteristics.
56 Adrienne Burgess and Rebecca Goldman (2019) Who’s the bloke in the room? Fathers during pregnancy and at the birth in the UK Fatherhood Institute
57 Toity Deave (2018) Bumps and Babies Longitudinal Study (BABBLES): An independent evaluation of the Baby Buddy app. UWE Bristol https://uwe-
repository.worktribe.com/preview/863759/BaBBLeS%20Final%20Report_final_with%20appendices_22May18.pdf
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FOREWORD
What every parent hopes for their child, and what educators hope for children in their class,
is that they will be free to achieve their potential – yet what the evidence gathered by this
Commission shows is that we still limit our children based on harmful, tired gender stereotypes.

The research shows that the society they live in, that we are all a part of, foists expectations

THE REPORT on them about what is appropriate for girls and boys to do: that girls should be passive, and
boys should be active; that girls should be caring and domestic, and boys should be active and
scientific; that girls should be romantic and boys should be unemotional.

Parents and families, educators, media and companies reproduce these different expectations
in myriad ways, from the slogans on the clothes we give our children to wear, to what we say
about them in classrooms. It’s no single thing that is responsible – stereotyping is everywhere
– but it all adds up.

What it adds up to is real harm. From boys’ underachievement in reading, to the gender pay 23
gap; from early influence on curriculum preferences to self harms and domestic abuse in adult
life – the evidence is clear that the stereotypes we impart in early childhood cause significant
damage to our children and to society, both now and further down the line.

This may seem hopeless, but it is not. The research conducted for this Commission shows
that many parents and practitioners recognise the harm caused by stereotypes, and want
support to change. Yet only half of education practitioners received any training on this
issue before entering their profession, and messages from media and the commercial world
undermine these efforts too. This report offers some of that advice, and recommendations to
Government and others that can start to make change.

What has been clear in the Commission’s deliberations is that every part of society has a
role to play in removing these limitations on our children’s potential. Education practitioners,
parents, and companies all need to pull together, and this report sets out positive steps that
can support this to happen.

Professor Becky Francis

Chief Executive Officer, Education Endowment Foundation
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ACKNOWLEDGEMENTS
We are grateful those who contributed to the writing of this report: Andrew Bazeley, Sam
Smethers, Catherine Marren, and Molly Mayer in the Fawcett team and Chantal Sullivan-
Thomsett for her work on the parent interviews. We are deeply indebted to those who
shared their expertise with us through the Commission evidence sessions, who are listed
in the appendices to this report, and to those who anonymously or informally shared their
thoughts and ideas with us.
The Commission has been co-chaired by Prof Becky Francis and Rt Hon. David Lammy MP.
David took up his role as co-chair while he was a backbench MP and co-chair of the APPG on
Fatherhood, and is now on the opposition frontbench. His support for this work before taking
up that role should not be taken to indicate that this report represents his party’s view, and
he has formally relinquished signoff accordingly. Similarly, Becky Francis joined as co-chair prior
to taking up her role with the Education Endowment Foundation, so the report reflects her
personal work and should not be taken to represent the position of that organisation.
A number of organisations were represented in the Commission’s evidence sessions and discussions
as observers, in order to provide a conduit between our work and Government departments
and regulatory bodies working in relevant sectors. Observer organisations were present in an
information sharing capacity, and did not have an advisory or steering role.

This work was funded primarily through income from our members, without whom none
of the work we do would be possible. In particular, the following members and supporters
COMMISSION CO-CHAIRS
contributed directly to its costs: Alexandra Allan, Anna Davies, Kelly Davis, Davnet Doran,
Nansi Ellis, Bridget Fry, Harriet Gamper, Eliza Gluckman, Irena Grugulis, Jim Hoare, Anna
Professor Becky Francis, Rt Hon David Lammy
Hosking, Jean Lebrecht, Diane Montgomery, Abby Richardson, Karen Thompson, Bryony
Chief Executive Officer, MP, Member of Parliament
Timms, Andrew Webb, Helen White, and Andrea Wilson.
Education Endowment for Tottenham and formerly
24 Special thanks also go to our local groups, members and supporters who visited high streets Foundation Chair of the All Party
25
across the country, clipboards in hand, to audit the performance of retailers when it came to Parliamentary Group on
gender stereotypes. Fatherhood

About the Commission

Fawcett established the Commission on Gender Stereotypes in Early Childhood in early 2019. COMMISSION MEMBERS
Our aims were to build a new consensus on the harm that the gender stereotypes applied to
children when they are young can do throughout their lives, and mobilise society to challenge EARLY EDUCATION
them through a positive blueprint for change.
Beth Bramley, Gender Jennifer Liston-
About Fawcett Balance Lead, Institute of Smith, Head of Thought
Physics Leadership, Bright Horizons
The Fawcett Society is the UK’s leading membership charity campaigning for gender equality
Work+Family Solutions
and women’s rights at work, at home and in public life. Our vision is a society in which women
and girls in all their diversity are equal and truly free to fulfil their potential creating a stronger,
happier, better future for us all. Liz Bayram, Chief Dr Mary Bousted, Joint
Executive, The Professional General Secretary, National
The Commissioners Association for Childcare Education Union (NEU)
and Early Years (PACEY)
Our Commissioners are drawn from politics, academia, business, government and public
services, and civil society.  Over the course of our meetings, they have taken written and
oral evidence, helped to steer our research agenda, identified gaps in our understanding, and Josh Hillman, Director Anna Feuchtwang,
provided direction for our campaigning on this issue. They have advised on the content of this of Education, Nuffield Chief Executive, National
report, but responsibility for the final content and recommendations sits with the Co-Chairs Foundation Children’s Bureau
and Fawcett Society.
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Sally Thomas, Policy
Specialist, Gender Equality
and Child Mental Health,
NEU
Caroline Popoola, CEO and Founder,
Alpha Childcare
Sharon Hague, Senior Vice NORMS AND STEREOTYPES
President, Pearson
Professor Gina Rippon, Nazmin Akthar, Chair,
Professor Emeritus of Muslim Women’s Network
Cognitive Neuroimaging,
Aston University
Mark Jennett, Education
Consultant
Joanne McCartney AM, Josh Bradlow, Head of
Deputy Mayor for Education, Policy, Stonewall
Greater London Authority

PARENTING

Justine Roberts, CEO and Jessica Figueras, Chair of Sarah Ditum, Journalist Zoe Palmer, Exernal
Founder, Mumsnet Trustees, NCT Affairs Manager, Girlguiding

Adrienne Burgess, Joint Dr Jeremy Davies, OBSERVERS

26 CEO and Head of Research, Head of Communications, 27
Fatherhood Institute Fatherhood Institute Gill Jones, Deputy Director, Schools and Malcolm Phillips, Regulatory Policy
Early Education, Ofsted Manager, ASA/CAP

Katherine Jones, Joint Owen Thomas, Cherie Leung, Regulatory Policy Susie Owen, Deputy Director,
CEO and Head of Strategy, Operations Manager, Future Executive, ASA/CAP Department of Education
Fatherhood Institute Men
PHOTO ON EMAIL
Marc Rooney, Assistant Director Early Orla Mackle, Head of Gender Norms
Years Social Mobility, Department for Policy, Government Equalities Office
COMMERCIAL Education

Tessa Trabue, Campaigner, Anna Howorth, Director Tracey Boscott, Gender Equality Policy
Let Toys Be Toys of Global Branding & UK Team, Government Equalities Office
Marketing, Usborne Books

Jess Day, Campaigner, Let

Toys Be Toys
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METHODOLOGY
The Commission has drawn on a wide range of evidence in coming to its conclusions about
the case for change on gender stereotypes, and the actions that each part of society needs to
take as we pull together to challenge them.
At the outset of our work, the Commission published a review of existing academic and
grey literature relating to gender stereotypes in early childhood.58 That body of work has
contributed throughout to our discussions, and has been added to with further exploration
of the existing evidence.
To foreground additional research, and explore insight beyond academic texts, the Commission
held six evidence sessions. As well as hearing from expert witnesses, we used these sessions
to discuss the findings of research conducted for this project. Where our witnesses did not
provide evidence anonymously, they are listed in Appendix.
28 We issued a call for evidence to gather stories about the impact of stereotypes, and to
inform our thinking on the direction of our discussions. We received 1,047 full responses, 80%
from parents and carers, 28% from people who work professionally with children, 7% from
academics or policy professionals, and 14% where none applied (there was overlap between
these categories). The stories, ideas and insight from these contributions are reflected in the
“What parents say” and “What practitioners say” boxes throughout this report, to bring to
life the findings of research in our respondents’ own words.
Parents
Through the research agency Survation, in September 2020 we polled an unweighted sample of
1,030 parents – 38% fathers and 62% mothers. We included a booster sample for Black, Asian
and Minority Ethnic (BAME) parents bringing our total in that group to 427 respondents, to
better understand how they think about gender and stereotyping in relation to their children.
Our sample also included 62 same-sex couples.
In addition, we carried out 26 in-depth interviews, each lasting up to an hour, with parents of
young children who had responded to our call for evidence.
58 Leah Culhane and Andrew Bazeley (2019) Gender Stereotypes in Early Childhood: A literature review Fawcett Society: London https://www.fawcettsociety.
org.uk/Handlers/Download.ashx?IDMF=e8096848-cbdb-4e16-8713-ee0dadb3dcc5
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Practitioners
Via Survation, we polled a sample of 1,027 practitioners who work in early childhood
education. The findings were weighted to the prevalence of their role in the sector, the gender
composition of the workforce, and the age composition of the workforce. This created
an effective weighted sample size of 264 nursery nurses or assistants, 131childminders, 40
playworkers, and 513 primary and nursery education workers. Our key findings are set out
below.
Commercial
In Autumn 2019, our local groups, members, and supporters visited 141 high street shops
in 35 town and city centres to explore the presence of gender segregation or stereotypes in
their in-store marketing, including in the products themselves. Results were collected through
an online survey and by email. Over Summer 2020 we also audited the websites of 14 toy
retailers, ten clothing retailers, five greetings card retailers and four bookstores, reflecting our
broad assessment of priorities based on market reports and the need to cover different parts
of the relevant sectors. A full list of stores assessed is in Appendix 4.
Note on terms and identities
We use the term BAME in this report where applicable in insight and data that refers to that 29
grouping, but we recognise that this brings together very disparate backgrounds and identities
under one artificial banner. Where research we cite is more specific in its coverage, we identify
it as such. In our polling, due to sample size constraints we mostly refer to BAME people as a
group, but recognise the limitations of this approach.
Much of the research on this issue frames gender in a binary way, and because the number
non-binary people in the population is quite small any responses to our survey are unlikely
to be representative for reporting purposes. We feel it is important to say however that we
know that not all everyone will identify within that binary, and that gender stereotypes impact
non-binary people in numerous ways.
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Research shows that gender At an early age, boys are

WHY CHALLENGE GENDER

stereotypes result in girls, by
the age of six, avoiding subjects
they view as requiring them to be
X4 as likely
to want to become
“really, really smart”
STEREOTYPES? engineers as girls.

36%
Stereotypes are oversimplified rules of thumb, or generalisations, that we use to form our
Black Caribbean boys in
beliefs about groups of people. In the case of gender stereotypes, they relate to what is
acceptable or expected for women and girls, and men and boys. The problem is that those of particular face some of the
rules of thumb become rules, and those rules act as limitations. They assume that everyone seven- to ten-year- highest rates of school
in those groups is the same. The evidence is clear - those limitations start early, hold many old girls say they are exclusion, with the
children back, and cause significant problems across society in later life. made to feel their intersection of gender
The Commission’s work has been focussed on the period from birth to seven years old - what looks are their most and race stereotypes
we have defined as ‘early childhood’, to differentiate it from the more established meaning of important attribute. a key factor in this.
‘early years’ in the education sector. We have focussed on these ages because the evidence
shows that it is over this period that children move from beginning to label based on gender;
to being conscious of gender norms and their own identity; to developing a socially-informed The expectation that men should be the main breadwinner, which sets in
30 sense of how girls and boys are ‘supposed’ to behave.59 In simpler terms, it is in this period that in early childhood, contributes to higher male suicide rates, particularly
the foundations of our understanding of our place in the world is laid. after job loss. By challenging gender stereotypes, we can tackle
the single biggest killer of men under 45 in the UK.
Stereotypes limit both boys and girls
Our focus is firmly on the impact that gender stereotypes have on both girls and boys. Much
Gender stereotyped
of the excellent work that has been done by others on challenging gender stereotyping has Children who hold more gender
been in relation to its impact on girls – for example, in relation to STEM careers. This work
expectations result
stereotyped views themselves, like
is vital. But while much of the debate has been around ensuring that girls can benefit from in boys having lower
saying that ‘being tough’ is the
opportunities as much as boys, the reverse must also be true, and boys must be able to benefit expectations of and
most important trait for boys, or
from freedoms too often only extended to girls. confidence in their
‘having good clothes’ is the
It may be that we do not always notice this - perhaps because behaviours and roles seen reading ability,
most important for girls, have
as stereotypically masculine are viewed as more acceptable and inevitable, whereas things leading to them
lower wellbeing.
associated with femininity are often seen as “lesser”. It remains the case that in general terms, developing lower skills.
men continue to dominate the most powerful positions in society and, as the term ‘mankind’
shows, to culturally represent humanity. But the way we raise boys and the expectations we Attitudes that challenge gender stereotypes can reduce dating
have for them hold them back, and harm women and girls too. abuse and sexual harassment by young men. By challenging gender
stereotypes, we can reduce the harms caused by violence against women and
girls which causes such a vast human cost, as well as the £66bn
The case for change
There is a clear, positive case for the benefits to our economy, to society, and to us as it costs society each year.
individuals as a result of challenging gender stereotypes. The research primarily looks at harms,
and by turning those harms on their head we can understand the sort of world that we can
create if we also overturn stereotypes. By expanding what is acceptable for girls and boys, we
can enable them to live freer lives.

59 Gina Rippon (2019) The Gendered Brain Bodley Head: London

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Careers and education
We are talking here about real-world impacts on our children. Research shows that gender
stereotypes result in girls, by the age of six, avoiding subjects they view as requiring them to be
“really, really smart”,60 which reads across to lower take-up of STEM subjects in later life; and
that anxiety about mathematics among girls is a result of beliefs in gender stereotypes.61 At an
early age, boys are four times as likely to want to become engineers as girls.62 By challenging
those stereotypes, we can close the gender gap in STEM and prepare society better for a
future where those skills are in demand. Given that the different careers and sectors in which
women and men work contribute 50% of the drivers of the gender pay gap,63 if we can affect
those early choices, we can challenge economic inequality.
Similarly, research shows that both their teachers’64 and their peers’65 gender stereotyped
expectations result in boys having lower expectations of and confidence in their reading ability,
leading to them developing lower skills. Gender gaps in education achievement more generally
result from different gendered expectations.66 By challenging gender stereotypes, we can close
the gap that boys, especially working-class boys, face in reading scores.
What parents say: “People tell him to try and suppress his emotions”
“My daughter is complimented on her looks if she wears a dress. So she went through a
32 period of just wearing dresses. But she also loves to climb trees and I struggle with her doing
these things whilst not wearing practical clothes. She can’t win! If my son is crying people
tell him to be brave and try and suppress his emotions. He got a sticker at school when he
stopped crying when he hurt himself for “not making a fuss”.”
“Despite the evidence of what my daughter saw with her own eyes (Mum working long
hours outside of the home, Dad working shorter from home) she role played from the age
of 2 or 3 a stay-at-home mum and Dad being away with work…My daughter is now 7 and
started Brownies last month. For her first exercise she wrote a list of things she wanted to be
when she is older. My heart broke, because the first thing on her list is to be more beautiful.
She also lists having a baby and getting married, so feels all of the traditional pressures that
I grew up with.
60 Lin Bian, Sarah-Jane Leslie, Andrei Cimpian (2017) ‘Gender stereotypes about intellectual ability emerge early and influence children’s interests’
Science 355(6323) pp 389-381
61 Madeleine Bieg et. al. (2015) ‘Gender stereotype endorsement differentially predicts girls’ and boys’ trait-state discrepancy in math anxiety’ Frontiers in
Psychology https://doi.org/10.3389/fpsyg.2015.01404; Bettina Casad, Patricia Hale and Faye Wachs (2015) ‘Parent-child math anxiety and math-gender
stereotypes predict adolescents’ math education outcomes’ Frontiers in Psychology 6 pp 1597
62 Chambers, N., Kashefpakdel, E., Rehill, J., and Percy, C. (2018). Drawing the Future survey. Education for Employers. https://www.educationandemployers.
org/wpcontent/uploads/2018/01/DrawingTheFuture.pdf
63 Wendy Olsen et. al. (2018) The Gender Pay Gap in the UK: Evidence from the UKHLS, Government Equalities Office
64 Jan Retelsdorf, Katja Schwartz, and Frank Asbrock (2015) ‘”Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept’ Journal
of Educational Psychology 107(1) 186-194; lka Wolter, Edith Braun and Bettina Hannover (2015) ‘Reading is for girls!? The negative impact of preschool
teachers’ traditional gender role attitudes on boys’ reading related motivation and skills’ Frontiers in Psychology 6 pp 1267
65 Francesca Muntoni, Jenny Wagner, and Jan Retelsdorf (2020) “Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’
Reading Outcomes?” Child Development, February 25. https://doi.org/10.1111/cdev.13359
66 Christine Skelton, Becky Francis, and Yordanka Valkanova, (2007) Breaking down the stereotypes: Gender and achievement in schools Equal Opportunities
Commission Working Paper Series No. 59
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Happiness and mental health
Research by the Children’s Society shows that children who hold more gender stereotyped views
themselves, like saying that ‘being tough’ is the most important trait for boys, or ‘having good
clothes’ is the most important for girls, have lower wellbeing. Those whose friends emphasise
these stereotypes also had lower levels of happiness.67 But research in Australia has found that
using literature which challenges gender stereotypes can help improve self-esteem among boys.68
By challenging gender stereotypes, we can contribute to tackling the crisis of happiness among
children, at a time when it has been further adversely affected by the pandemic.69
The stereotyped expectation is that girls and women should be focussed on their external
appearance, so it is unsurprising that Girlguiding surveys find that 36% of seven- to ten-year-old
girls say they are made to feel their looks are their most important attribute.70 Dissatisfaction
with our bodies is one of the most consistent predictors of eating disorders among girls and
young women,71 and linked with suicidal ideation and suicide attempts.72 By challenging the
expectation that girls should be most concerned with how they look, we can undo some of
the harms caused by negative body image.
Gender stereotypes create harms in terms of mental health long after childhood. The
expectation that men should be the main breadwinner, which sets in in early childhood,73
contributes to higher male suicide rates, particularly after job loss.74 Because emotional
openness is stereotyped from early childhood as female, and therefore ‘weak’, men are less 33
likely to seek treatment for mental health conditions.75 By challenging gender stereotypes, we
can tackle the single biggest killer of men under 45 in the UK.76
Violence and harassment
There is significant research that finds that gender-stereotyped behaviour in early childhood
predicts physical aggression in adolescence;77 that attitudes that challenge gender stereotypes
can reduce dating abuse and sexual harassment by young men;78 and that gender stereotypes
are linked to domestic abuse.79 By challenging gender stereotypes, we can reduce the harms
caused by violence against women and girls which causes such a vast human cost, as well as
the £66bn it costs society each year.80
67 Children’s Society, (2020) Good Childhood Report 2020
68 Ochman, J.M. (1996), ‘The effects of nongender-role stereotyped, same-sex role models in storybooks on the self-esteem of children in grade
three’, Sex Roles, Vol. 35:11-12, pp711-735
69 Childrens Society (2020) Life on Hold: Children’s Wellbeing and Covid-19 https://www.childrenssociety.org.uk/sites/default/files/2020-10/life-on-hold-
childrens-well-being-and-covid-19.pdf
70 Girlguiding (2016), Girls Attitudes Survey 2016
71 Jacobi and Fittig (2010) ‘Psychosocial risk factors for eating disorders.’ In: Agras S, ed.. The Oxford Handbook of Eating Disorders. USA: Oxford
University Press; 2010
72 Scott Crow et. al. (2007) ‘Suicidal behaviour in adolescents: Relationship to weight status, weight control behaviours and body dissatisfaction’
International Journal of Eating Disorders 41(1)
73 Megan Fulcher and Emily Coyle (2011) ‘Breadwinner and caregiver: A cross-sectional analysis of children’s and emerging adults’ visions of their future
family roles’ British Journal of Developmental Psychology 29(2)
74 Daniel Coleman and John Casey (2011) The Social Nature of Male Suicide: A new analytic model International Journal of Men’s Health 10(3)
75 Ibid
76 Campaign Against Living Miserably (CALM), https://www.thecalmzone.net/help/get-help/suicide/
77 Kung et. al (2018), ‘Preschool Gender-Typed Play Behaviour at Age 3.5 Years Predicts Physical Aggression at Age 13 Years’ Archives of Sexual Behaviour
47, 905-914 https://research-information.bris.ac.uk/files/135161829/s10508_017_1005_6.pdf 
78 Miller et. al (2019) ‘Male Adolescents’ Gender Attitudes and Violence: Implications for Youth Violence Prevention’ American Journal of Preventive
Medicine https://www.ajpmonline.org/article/S0749-3797(19)30474-X/abstract 
79 Katharine McCarthy, Ruchi Mehta, and Nicole Haberland (2018) ‘Gender, power and violence: A systematic review of measures and their association
with male perpetration of IPV’ PLoS ONE 13(11)
80 Rhys Oliver et. al. (2019) The economic and social costs of domestic abuse Home Office Research Report 107
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Much of the abuse and harassment of lesbian, gay, bisexual and transgender young people and
adults, and the bullying of children who do not conform, regardless of their eventual sexual
orientation or gender identity, stems from gender stereotypes.81 By challenging those norms
and expectations, we can create a better future for LGBT people.
Intersectionality
As well as the intersection with sexuality and gender identity, gender stereotypes intersect
with stereotypes about race to cause harm. Black Caribbean boys in particular face some of
the highest rates of school exclusion.82 Our Commission heard about the detriment caused
to girls in some Muslim communities in the UK as a result of preferences for boys that start
before birth, and wider expectations of submissiveness. By challenging gender stereotypes, we
can undo some of the harm they do in combination with racism and intersectional inequalities.
There is support for change – and we can all play a part
Many parents recognise all this. Our research shows that they perceive the harm gender
stereotypes can cause, and want to see change. Our interviews and call for evidence show that
many parents are already thoughtful and well-informed on what is a difficult issue. The majority
want more support – and the majority see their children being treated differently by other
parts of society, from schools and nurseries, to their families, to businesses selling to their kids.
34
What parents say: “It is the relentlessness of it that is the challenge”
“Gender stereotyping is everywhere and hard to ignore…it takes many different genres so
is nearly impossible to avoid i.e. billboards, bus stop posters, radio ads, tv ads, magazines,
children’s magazines, free publications, the list goes on.”
“It happens on an almost daily basis. My daughters are frequently complimented or greeted
with a comment about their looks or what they are wearing. This almost never happens to
my son. From a very young age my daughter was given presents of dolls and craft despite
being completely uninterested and much more into construction toys. It is the relentlessness
of it that is the challenge.”
Our surveys show that education practitioners – nursery nurses and teachers, primary school
teachers, childminders, and playworkers – want to see change too. 64% agree that stereotypes
affect boys’ ability to talk about emotions, and 57% say it impacts girls’ career paths. Many
practitioners report confidence in their own ability to challenge them, but also report
stereotypes being perpetuated in their settings and wanting more support to make a change.
81 Lucy Rae. (2017). Getting started: celebrating difference and challenging gender stereotypes in the early years foundation stage. Stonewall https://www.
stonewall.org.uk/sites/default/files/getting_started_early_years.pdf
82 Graham et. al. (2019) School exclusion: a literature review on the continued disproportionate exclusion of certain children, Department for Education
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/800028/Timpson_review_of_school_exclusion_
literature_review.pdf
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What practitioners say: “Still a long way to go”
“I’ve seen some other teachers saying to this one boy that likes wearing dresses that it’s for
girls and that’s really just a stereotype.”
“Overall I think the situation has improved but still has a long way to go.”
The voices of children also tell us that they perceive stereotypes to have an impact and want
to see change. Girlguiding find that 48% of girls and young women aged 11-21 say gender
stereotypical toys make it hard for girls and boys to be themselves, while 35% of those aged
7-16 say there are certain subjects and careers they’re expected to do because they’re girls.83
But there has been progress. Gendered preferences among children have decreased somewhat
over time.84 Girls are clearer in their independence, have more confidence, and higher and
more diverse aspirations. Boys are more supportive of equal roles.85
But gender stereotypes continue to be widespread and deeply embedded. A concerted effort
is needed for that to change. Our research clearly shows that it’s not just one thing – gender
stereotypes seep in through the products that are marketed to our children, and through
the expectations, behaviours, and language that is used around and toward them at home, in
education settings, and out in the wider world.
35
Each of these influences on children is connected, woven together. Parents, grandparents,
and friends and family make decisions about the toys and clothes they give to children under
pressure from advertising and marketing by the commercial sector – so they, as much as
children, are influenced by the gender messages companies send. Parents and families share the
task of raising children with education and childcare settings, so the messages each send about
what it is to be a girl or boy interact. Actors in the commercial sector strive to keep a finger
on the pulse of parents’ preferences, so they both reflect and shape parents’, and children’s,
ideas about gender.
That is why no one part of society can make the change needed when it comes to gender
stereotypes – we all have to pull together. Unless we all do so – parents and families, educators,
and companies – each will fear that changes they make will be overridden elsewhere. But a
key finding in each of the sections of this report is that every one of us can make a meaningful
change in our own way. The harms caused by gender stereotypes are not inevitable, and
research shows the impact change can have.
This report sets out clear, practical steps, in relation to parenting, education, and the commercial
world, that each of us can take so that children aged 0-7 can be who they want to be, and play
how they want to play – free from the limitations of harmful stereotypes.
83 Girl Guiding (2020), Girls Attitudes Survey 2020 https://www.girlguiding.org.uk/girls-making-change/girls-attitudes-survey/
84 Todd et. al. (2017) ‘Sex differences in children’s toy preferences: A systematic review, meta-regression and meta-analysis’ Infant and Child Development
85 Becky Francis and Christine Skelton (2006) Reassessing Gender and Achievement: Questioning contemporary key debates Routledge: London
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HOW GENDER STEREOTYPES WORK
Beyond nature vs nurture
Often the discussion about gender stereotypes flounders on the rocks of nature versus
nurture – whether the differences that we see as boys and girls grow up into adults is as a
result of innate differences, or the way we are raised. That is where discussions about whether
our brains are inherently ‘gendered’ come into play.
Our starting point is that every person is different from every other person. We can all think
of someone who doesn’t fit any given stereotype – and few people who fit every stereotype
that could be applied to them.
That actually fits with the research about nature and nurture and the brain. It is a contested
area, but what is clear is that the importance of sex differences in the brain is often overstated.86
There is more variation on so-called ‘masculine’ or ‘feminine’ traits between different men, or
36
between different women, than there is between the sexes – so individual differences are much
more important. In addition, when there are differences in the overall population between
women and men on some factors, we are each made up of a web of different characteristics.
We are all multifaceted, despite what gender stereotypes might assume.
That means that limiting stereotypes which people do not fit into have the capacity to cause
harm. Our survey found a mixed picture when it comes to parents’ views on this. Many
parents’ views are fairly consistent with the scientific evidence. Three in ten parents (30%)
say that boys and girls are not naturally very different, but society teaches them to behave
differently. Half (46%) hold a view somewhere in-between, saying that boys and girls naturally
behave somewhat differently, but there are also a lot of similarities and it varies for each child.
Only 17% of parents say that these are natural differences that cannot be changed. There is
still a need to challenge assumptions that natural difference plays an important role, and should
guide how we treat children – but few parents hold an extreme ‘nature’ view.
When asked about their views in our survey, just one in ten (11%) education practitioners say
that girls and boys are naturally different and that cannot be changed. Four in ten each say that
they are not naturally that different, or that there are differences but it varies for each child.
The belief that boys and girls naturally behave differently is highest among childminders (18%)
and lowest among nursery and KS1 practitioners (10%).
History is also a guide as to how stereotypical behaviours and expectations are actually
arbitrary, and therefore flexible. In the 1880s, future US president Franklin Delano Roosevelt
86 Cordelia Fine, Daphna Joel, and Gina Rippon (2019) ‘Eight things you need to know about sex, gender, brains, and behaviour: A guide for academics,
journalists, parents, gender diversity advocates, social justice warriors, tweeters, facebookers, and everyone else’ Neurogenderings http://sfonline.
barnard.edu/neurogenderings/eight-things-you-need-to-know-about-sex-gender-brains-and-behavior-a-guide-for-academics-journalists-parents-
gender-diversity-advocates-social-justice-warriors-tweeters-facebookers-and-ever/ ; Gina Rippon (2019) Ibid
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was photographed as a six-year-old in a white skirt with shoulder length hair. Forty years later,
a clothing trade magazine could state that, “The generally accepted rule is pink for the boys,
and blue for the girls… pink, being a more decided and stronger color [sic], is more suitable
for the boy”.87
The processes that create stereotypes
Children seek out explanations for the world they live in. This helps to influence their brain
development, so the way that we present it to them matters. They initially make distinctions
based on gender, then process the more complex norms that apply to boys and girls or
women and men, and will then participate in different play and peer groups based on these
different labels.88
At an overall level, we can challenge the impact that stereotypes have by firstly challenging how
important those differences are. Using language, or actions, which unnecessarily divide people
up on the basis of gender has a real impact when it comes to telling children where and when
gender matters.
That can mean blue and pink colour coding, or who takes the lead in stories. It can mean
whether we refer to “boys and girls”, an unnecessary division when “children” would do the
job just as well. It can also mean whether we use what is called ‘generic’ language – like “boys
wear blue” – or ‘specific’ language, like “some boys wear blue” or “those boys are wearing blue” 37
when talking about groups. Research shows that simple changes like this can affect whether
children view social categories as important or not. By using specific language when we do
need to make distinctions, we can help children frame what is and what isn’t important.89
What parents say: Why can’t boys wear sequins?
“My eldest son loves the colour pink as a small child but was told by strangers that he
should prefer blue or purple and once he started school he quickly stopped saying he liked
pink as realised it is not considered a ‘boys’ colour.
My other son is sports mad – and loves kittens. Stories about kittens, kitten toys, playing
imaginary games about kittens. But will no longer do that at school as he was laughed at
for being a boy who likes kittens. So he now plays football all the time.
Once in a clothes shop, both boys pulled me towards a top saying “look at this Mummy, isn’t
it so cool?!” and then “please don’t buy it for us mummy as people will laugh at us”. It was
a top with a sequinned heart…They were absolutely delighted when I found them jumpers
with sequinned dinosaurs and ninjas…
I teach them to shout ‘nonsense’ whenever someone tells them something is only for boys
or only for girls - but it’s hard to fight the world at age 7 or 8.”
87 Jeanne Maglaty (2011) ‘When did girls start wearing pink?’ Smithsonian Magazine https://www.smithsonianmag.com/arts-culture/when-did-girls-start-
wearing-pink-1370097/
88 Rippon (2019) Ibid
89 Marjorie Rhodes et. al. (2018) ‘The Role of Generic Language in the Early Development of Social Categorization’ Child Development 89(1) 148-155
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We need to talk about inequalities

The history of our society, with its traditions, learned behaviours and expectations, underpins
these divisions, which are consciously or unconsciously ‘policed’ by all of us to some degree.
We explore some of how this happens in the section on parenting, although it applies to all
of our interactions with young children. As well as thinking about how we interact, we need EDUCATION PRACTITIONERS
to teach our children about this history at an appropriate age so they can understand why
inequalities exist, and we need to offer examples which undermine the harmful stereotypes
that are out there. How practitioners see gender and racial stereotyping
In order for practitioners to challenge gender and racial stereotypes, they need to recognise that
Gender identity and gender stereotypes
they exist. Our research, outlined in figure 1, finds that a clear majority (66%) of practitioner
Gender stereotypes which set in during early childhood are harmful to, and constrain all of agree that children are treated differently from an early age based on their gender, and slightly
us, and they cause specific harms to LGBT people in later life - often because being anything less (58%) agree that that people make assumptions about children based on their race or
other the heterosexual norm is seen as counter to gender stereotyped expectations. Just as ethnicity. Agreement that people make assumptions based on race or ethnicity is significantly
restricting children to what is expected of a boy or a girl is wrong, so is making assumptions higher among BAME practitioners (72%) compared to white practitioners (56%).
about children who challenge our stereotypical expectations.
Figure 1: Thinking about children in general, to what extent do you agree
Many children explore ideas around gender, including through clothes or role-playing at ‘being or disagree with the following statements?
a boy/girl’, which does not necessarily mean that they will or will not grow up to be trans. We
need to not second guess our children, but rather allow all of them to freely explore different %
38 experiences. Using stereotypical depictions of women and men is as unhelpful when exploring 39
People treat girls and boys in different
gender identity as it is anywhere else in the education system. ways because of their gender
66 19 13 2
For some children, for whom their identification with a gender different to their biological sex
strongly continues and/or where this causes them distress,90 age appropriate specialist support
People make assumptions about
can play an important role, and should be available to those who need it. children depending on their race or 58 23 16 3
ethnicity

Agree Niether agree nor disagree Disagree Don’t know

N: 1027 practitioners

A majority of practitioners recognise the harm that gender and racial assumptions do to
children – 70% of practitioners agree that treating children differently from an early age based
on assumptions about their race or ethnicity has negative consequences, while 64% agree that
gendered assumptions affect boys’ ability to talk about their emotions and 57% agree it limits
the jobs girls feel they are able to do when they are older.

We also asked practitioners if they had witnessed BAME children being treated differently due
to stereotyped assumptions. We asked this question in relation to girls and boys from Black,
Asian, and white backgrounds, and responses were consistent across each ethnic group – 30-
32% of practitioners said they had ‘often’ or ‘sometimes’ witnessed it, while 40-43% said they
‘never’ had.

90 See NHS, ‘Think your child might be trans or non-binary’ https://www.nhs.uk/live-well/healthy-body/think-your-child-might-be-trans-or-non-binary/

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However, as figure 2 shows, BAME practitioners appear to be more attuned to differential Figure 3: Thinking about your youngest child, to what extent do you agree or disagree
treatment of children than white practitioners: between 46% and 55% of BAME practitioners with the following statements? Teachers or staff at school or nursery have treated my
said they had ‘often’ or ‘sometimes’ witnessed children treated differently because of their child differently to how they would treat a child of a different gender.
ethnicity (lowest for white girls and highest for Black boys) compared to 25-29% of white 46
44
practitioners. As well, the proportion of BAME practitioners who said they ‘never’ witnessed
different treatment was 14-23% (lowest for Asian girls and highest for white boys), while 44-
46% of white practitioners ‘never’ had. It is concerning that white practitioners are unaware
28
of the differential treatment, and points to a need for teacher training to solidly embed an
%
understanding of racial, as well as gender, stereotyping. 22

Figure 2: Thinking about your setting, have you ever observed children from different
ethnic backgrounds being treated differently based on stereotyped assumptions in
relation to the following groups of children, in comparison to their peers?
Mothers of girls Fathers of girls Mothers of boys Fathers of boys
Girls Boys

55
52 N: 1000 parents
50 49 48
46
When parents of BAME children (399 total) were asked if their child was treated differently at
their school or nursery due to assumptions about their race or ethnicity, 34% agreed. More
parents of BAME boys agreed (39%) compared to BAME girls (28%). As with gender, a greater
40 29
26
29 29 28 28 proportion of fathers agreed compared to mothers, outlined in figure 4. 41
Taken at face value this suggests that the intersection of stereotypes about boys/men and around
race are ones which parents feel are more closely bound up in unfair treatment in education
settings. We suggest that exploring the perceptions that lie behind this data would be a worthwhile
area for further research, as well as being a marker for particular reflection by practitioners.
Black boys Black girls Asian boys Asian girls White boys White girls

BAME practitioners White practitioners RECOMMENDATION: Further research should explore parents’ perceptions of
intersectional stereotyping in education settings.
N: 1027 practitioners, practitioner ethnicity

Figure 4: Teachers or staff at my child’s school or nursery have treated them negatively
How parents think practitioners treat their children compared to other children because of assumptions based on their race or ethnicity
A sizeable minority of parents believe their children are treated differently at their school or
46
nursery because of their gender and race or ethnicity. A third (29%) of parents say teachers 42
or staff at their child’s nursery or school have treated them differently due to their gender.
34
Figure 3 show that there is a large difference between mothers and fathers, with more fathers
agreeing their children have been treated differently – especially fathers of boys, at 46%
% 24
agreeing, compared to 28% of mothers of boys.

Mothers of BAME girls Fathers of BAME girls Mothers of BAME boys Fathers of BAME boys
Girls Boys

N: 399 parents of BAME children

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How practitioners and settings have an influence
The research evidence, much of which is summarised in our literature review,91 shows that
education and childcare in early childhood can have an impact on the gender stereotypes
held and transmitted to children in a number of ways. Many of these are similar to the ways
in which parents can influence gender stereotypes that children may learn to hold. Many of
the negative impacts of gender stereotyping that we describe earlier in this report, from
subject-specific underachievement among boys or girls, to poor wellbeing, are seen and felt
by the educators who work with them. Challenging stereotypes promises real benefits in the
classroom, as well as in wider society.
Both the environment and practitioners can unnecessarily separate girls and boys, through
language and physical segregation.92 The same principles around language as apply to parents,
that we should seek to talk about children foremost, and avoid generalising when talking about
boys and girls, apply to practitioners. In addition, older studies suggest that gendered pet
names – like “sweetie” for girls, and “bud” for boys - are an issue in settings.93
School and nursery practitioners report that they often unknowingly treat children differently,
segregating both by task and through symbolic gestures such as different colours or groupings.94
Separating boys and girls in education settings can often serve to reinforce stereotypes,95
as well as sending the message to young people that their gender is the most important
42 thing about them. Additionally, this may cause unnecessary discomfort for children who are
questioning or exploring their gender identity.
Practitioners and the setting environment can also send different messages about what is
acceptable or important for girls and for boys, often inadvertently. There is clear evidence
that practitioners who hold gender stereotypical attitudes influence children’s interests in and
success in different subjects, for example boys’ outcomes in reading.96 There is evidence to
suggest that inequalities in who practitioners pay most attention to arise due to stereotypes,
with boys receiving more than girls in class.97 Studies also find that practitioners encourage
children when they engage in behaviour that is stereotypically expected, for example being
helpful for girls and physical play for boys.98 At the primary education level, research finds that
the narrative around boys’ under-achievement has contributed to a scenario where teachers
actively use gender to plan their curriculum and manage lessons, responding differently to
pupils according to their gender.99
Just as children’s physical home environments can replicate gender stereotypes,100 the content
of the school, nursery or setting has an impact. As explored in the section on ‘Books’ later in
91 Culhane and Bazeley (2019) Ibid
92 Fagot, B. I. (1977). ‘Consequences of moderate cross-gender behavior in preschool children,’ Child Development, 48(3), pp. 902–907
93 Ibid
94 The National Unions of Teachers (2013) Stereotypes stop you doing stuff, challenging stereotypes through primary education, p.11. https://www.teachers.
org.uk/files/stereotypes-stop.pdf
95 Bigler (1995) ‘The role of classification skill in moderating environmental influences on children’s gender stereotyping: A study of the functional use
of gender in the classroom’ Child Development 66(4)
96 Reteldorf (2015) Ibid
97 hick, K., Heilman-Houser, R., & Hunter, M. (2002). ‘The impact of child care on gender role development and gender stereotypes,’ Early Childhood
Education Journal, 29(3), pp. 149-54.
98 Ibid., and Fagot, Ibid
99 Christine Skelton and Barbara Read (2006) ‘Male and female teachers’ evaluative responses to gender and the learning environments of primary age
pupils’ International Studies in Sociology of Education 16(2)
100 Pomerleau et. al (1990) Ibid
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this report, the stories children read often under-represent women and minorities, and rely on
gender stereotypes. Strong evidence shows that using counter-stereotypical reading material
can reduce gender stereotyped views and behaviours, and improve wellbeing, among young
children.101
Practitioners can have an impact by role modelling equality, just as parents can. The lack of
men in the sector is intrinsically linked to this question of role-modelling - only 3% of early
years practitioners are male, and only 14% of early years managers have tried specific strategies
aimed at attracting male recruits.102
It is important to be clear what policy aims we seek to meet by recruiting more men. Research
does not support the idea that teacher gender plays a part in improving children’s educational
outcomes;103 instead, more men need to be recruited into the early years workforce for
the right reasons, such as to create a more diverse and equal workforce, and to counter
stereotypical expectations of caring work as women’s work. But research into men in the early
years shows that alongside bringing men in, we also need to challenge existing expectations
around the gender roles they perform in those spaces.104 Men in early childhood education
need to be enabled to challenge gender stereotypes – they should be expected to take on
caring and nurturing roles as well, not just the ‘rough and tumble’ play.
Alongside gender stereotyped expectations of male practitioners, other barriers have been
identified to recruitment of men. These include a lack of an overall strategy to do so, including 43
in relation to careers, guidance,105 and the low pay prevalent within the early years,106 which also
lies behind an overall recruitment crisis in the sector.107 The work that early years educators
do must be valued appropriately, which would increase its appeal to all potential new workers.
RECOMMENDATION: Government should raise the status of the early years
professions by improving pay, training and qualifications of the workforce.
Raising the status of the early years professions is fundamental to addressing the recruitment
crisis in the sector, including in relation to men, and would benefit quality overall. DfE should
also encourage early years settings to recruit more men by requiring early years employers to
report on the gender breakdown on their workforces, and the DfE should publish summary
figures annually.
101 Lauren Spinner, Lindsey Cameron and Rachel Calogero (2018) ‘Peer toy play as a gateway to children’s gender flexibility: The effect of (counter)
stereotypic portrayals of peers in children’s magazines’ Sex Roles 79 314-328; Ochman, J.M. (1996), ‘The effects of nongender-role stereotyped,
same-sex role models in storybooks on the self-esteem of children in grade three’, Sex Roles, Vol. 35:11-12, pp711-735; Karniol, R., & Gal-Disegni, M.
(2009). ‘The impact of gender-fair versus gender-stereotyped basal readers on 1st-grade children’s gender stereotypes: A natural experiment,’Journal
of Research in Childhood Education, 23(4), pp. 411–420
102 Jo Warin, Joann Wilkinson, Jeremy Davies, Helen Greaves and Rebecca Hibbin (2020), Gender diversification of the early years workforce: Recruiting,
supporting and retaining male practitioners, GenderEYE.
103 Bruce Carrington and Christine Skelton (2003) ‘Re-thinking ‘role models’: equal opportunities in teacher recruitment in England and Wales’ Journal
of Education Policy 18(3)
104 Warin et al. (2020) Ibid; Paul Connolly (2004) Boys and schooling in the early years Routledge: London; McCormack and Brownhill (2014) Moving away
from the caring’: exploring the views of in-service and pre-service male teachers about the concept of the male teacher as a role model at an early
childhood and post-primary level’ International Jounral of Academic Research in Education and Review 2(4)
105 Warin, Ibid.
106 Fatherhood Institute (2015) Men in Childcare: How can we achieve a more gender-balanced early years and childcare workforce?
107 Chris Pascal, Tony Bertram, Aline Cole-Alback (2020) Early Years Workforce Review: Revisiting the Nutbrown Review – Policy and Impact Sutton Trust:
London
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Top tips for practitioners

We are clear that it is not right to point fingers or blame practitioners for the problem of
gender stereotyping. We are all products of the culture and society we live in, but we do
recognise that all of those who look after children have a role to play in making things better
for future generations. As we do below for parents, we offer the advice in this section as a
guide, based on the evidence the Commission has received, to education practitioners and
to those in leadership positions within settings. Where our recommendations further in the
report ask Government and others to put the task of challenging gender stereotyping in
settings and schools into policy and practice, these are the kinds of changes we want to see.

Practitioners
1. E
 ncourage children to engage with a range of activities by offering play
options that actively challenge gender stereotypes and demonstrating that activities
and spaces are inclusive to all. If the home corner is available for everyone to use but
only the girls use it, practitioners can challenge this by actively engaging with boys and
girls in that space. Or, get everyone involved with football by kicking the ball to girls and
boys.

44 2. 
Praise and be supportive of children when they take part in activities 45
that run counter to gender stereotypes, such as girls engaging in risk-taking 6. 
Similarly, practitioners can have conversations with colleagues about gender
play or boys engaging in caring games. Similarly, keep a watchful eye for other children’s stereotypes. They should be willing and ready to challenge colleagues who repeat
reactions to their peers who challenge gender stereotypes, and ensure that any bullying gender stereotypes. This can be as overt as telling a colleague you disagree when they
related to non-conformity with them is addressed. tell children something is a “boy” or “girl” activity or as subtle as suggesting a less
stereotypical book if they select a traditional fairy tale to read to the children.
3. 
Practitioners should offer children a wide range of worldviews– include
stories with diverse lead characters on the basis of gender, ethnicity and other 7. 
Explore whether anything in the environment or practice of the setting encourages
characteristics, so that they don’t just see the “default male”. Try counting the number unnecessary segregation – that is, separating children by sex when it is not relevant.108
of male and female characters in the books and materials used in the classroom – This might include queuing up, team sports or games, storage space.
if characters, and lead characters, aren’t equally present, can you find books where
8. 
Ensure that girls and boys are given equal space and time in your settings.
they are? Are female and male characters shown equally in different roles, or are, for
Research suggests that girls are given less attention in classes – think about who you
example, male firefighters or builders, and female teachers or mothers, much more
call on to answer and who gets your attention.
common?
9. 
Reflect on their own practice and unconscious biases. We are all immersed
4. W
 here possible, practitioners should try to use non-gendered language when
in stereotypes, and these tips represent a starting point for practitioners to think
talking to children, e.g. “Those children are good at video games.” If using gendered
about how they impact on their work – and what they can do to challenge them. The
language is necessary, be clear you are referring to specific people, not boys and girls in
resources in the appendices of this report offer further opportunities to do this.
general: “Those boys are good at videogames”, not “boys are good at videogames”.
10. In addition to being mindful of the ways in which gender stereotypes persist,
5. H
 ave conversations about gender with children and challenge any
practitioners should consider ways other aspects of children’s identity,
stereotypes they try out. When children are younger, practitioners can ask them
particularly their ethnicity, may lead to them being treated differently,
to explain why they think a particular thing is “for girls” or “for boys”, and using
adversely affecting their educational experiences and outcomes. For example, be aware
examples you know of, challenge any stereotypes they repeat. As children get older,
of the different activities BAME children are encouraged to take part in compared to
practitioners can begin to have developmentally-appropriate conversations about
white children.
historical inequality, traditions, and learned behaviours both about gender and other
characteristics.
108 As opposed to, for example, in relation to bathrooms and changing facilities where that separation is permitted under Equality Act 2010 provisions.
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Leadership and governors in settings Behaviours practitioners see in their setting

1. 
Nursery and school leadership should make challenging gender stereotypes
a setting priority. This could start with using an INSET day to discuss how gender
stereotypes and other stereotypes around protected characteristics operate in the
setting and identifying ways they can be challenged. It could continue with a review of
gender and intersecting stereotypes in setting materials and providing staff with space
to reflect on stereotyping within their practice.
2. 
Senior leaders should also model best practice to their staff (by enacting the above
recommendations when interacting with children) and prioritise programmes, activities
and materials that challenge gender stereotypes for funding.
We asked practitioners if they have seen or heard gender stereotypes perpetuated in their
setting, although we recognise the possibility that practitioners who are more attuned to
the impact of stereotypes are more likely to notice stereotypes behaviour. Our questions
were based on some of the stereotyping behaviour that research suggests occurs, and are
the first quantitative assessment of the extent to which practitioners perceive that some of
these behaviours occur. Figure 5 presents the results from our polling that found assumptions
and enabling gender-typical play are most common; gendered language happens often or
sometimes in a majority of settings; and explicit segregation is less frequent but still happens
in four in ten settings.

3. 
Settings should encourage all practitioners to reflect on how their practice Figure 5: Which of these have you seen or heard in your school, setting, or workplace?
could perpetuate or, instead, challenge gender stereotypes. Senior leaders
should seek reliable resources, including those in the appendices of this report, to
1 2 1 2 2
share with practitioners to provide advice.
21 23 34 13 21
4 . Governors and members of academy boards could raise this report, and the
topic of gender stereotyping, at a meeting for subsequent discussion. When the setting
25
or school’s Public Sector Equality Duty objectives and policy are due for renewal,
governors and board members can ask school or setting leadership to consider 24
46 26
30
47
introducing an objective around actively challenging stereotypes.
32
What practitioners say: “Ask your dad to put it in your lunchbox” 43

39
“I tried to create hairdressers and opticians which were modelled by the TA and I, and we %
36
invited the male headteacher in for a haircut to show men went to hairdressers too! Then 31

he took a turn as a hairdresser to show men could dress hair as well as women.”

“Some boys have refused to drink from a pink cup, “because pink is for girls,” this was 23

challenged by having all pink cups at snack time to show its ok.”

“Providing examples of people doing activities or jobs which are the reverse of the gender 17
15 16
stereotypes. For example, ‘Ask your dad to put it in your lunchbox’; ‘When the mechanic 13
10
arrived, she fixed the car in no time’; ‘The nurse was very kind and he cared for the patient.’”

“I’ve seen educators stop and critique resources on the spot and engage students in critical
People say 'boys Different ‘pet Girls and boys are People assume boys Staff enabling play
thinking on it.” will be boys' when names’ used for split into different and girls want to do which is ‘typical’ for
boys misbehave girls groups for activities different activities children’s gender
“We got rid of most predetermined toys such as a garage, a dolls house etc. We provide a
range of open ended ‘loose parts’ resources. Anyone can make a dolls house, a garage, a Often Sometimes Rarely Never Not sure

castle, We still have a home corner but have dolls of different sexes with assorted clothes,
N: 1027 practitioners
generally not pink or blue coloured, and cultural if possible to represent our different cohorts
attending.”

“We talk about our approach [of challenging gender stereotypes] with prospective parents,
who are totally on board. We like to think they will reflect what we offer in their home
environment too.”
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More than half of (54%) practitioners have ‘often’ or ‘sometimes’ witnessed people say “boys
will be boys” when boys misbehave, and nearly half (46%) have ‘often’ or ‘sometimes’ heard
gender-specific pet names like “darling” or “buddy” used in their setting. Practitioners with
shorter period of service have heard both said more often. Gendered pet names are also more
commonly heard by practitioners with higher qualifications and practitioners in majority-BAME
settings and religious settings – for example 65% of workers in majority-BAME settings said
they have heard this ‘often’ or ‘sometimes’, compared with 44% in settings with only a small
minority of BAME children.
A third (34%) of practitioners say that they have never seen boys and girls split into groups for
activities like lining up or games, but almost an equal amount, 33%, say it happens sometimes
and 10% say it happens often. This was more frequent among childminders and playworkers
than nursery or KS1 settings, and was more prevalent in more diverse and religious settings.
The assumption that boys and girls will want to do different activities was commonplace,
with six in ten (60%) saying this ‘often’ or ‘sometimes’ happens, and only 12% saying it ‘never’
happens. This was more consistent across setting types, except for school-based providers.
Given this, it is unsurprising that 62% of practitioners say that they have seen staff enable
gender-typical pay, such as boys dressing up as firemen and girls as princesses, ‘often’ or
‘sometimes’. This behaviour was more commonly observed in religious and more diverse
settings.
48
What practitioners say: “Compliance is seen as positive for girls”
Practitioners training on challenging gender
stereotypes
Our polling, and the academic literature, strongly suggest that practitioner behaviour which
reinforces gender stereotypes is still happening in settings around the country. In the poll, we
presented practitioners with the following explanation of gender stereotypes:
“Gender stereotypes’ refer to different expectations that can be placed on girls and
boys, just because of their gender - like the idea that boys should be tough, or girls
should be polite. Sometimes the way we interact with children can be affected by
those expectations, and they can limit children’s opportunities.”
We then asked whether practitioners had received any training on challenging gender
stereotypes prior to starting their role, and then whether they had received any in their
current role. This approach has limitations, given that some of the training covered will be
many years in the past, but is the best assessment we can make of whether teachers and
practitioners feel this has been covered in their training. In their initial training, only five in ten
practitioners received substantial training on how to challenge gender stereotypes: 22% said it
was referred to throughout. A further fifth 17% had a whole module on it within their training,
and12% had one session. But for another four in ten (38%) it was limited to an occasional
reference, or was not present at all. As figure 6 shows, minimal or no initial training was most
prevalent among primary and nursery educators, at 45%, compared to among nursery nurses, 49
at 31%, and childminders at 15%.

“I see girls being taught to be quiet, to take up little space either physically or emotionally.
I see books full of boys and things boys like to do, without the equivalent for girls. I see
history books which were published in 1957. I see the boys dominating the playground and
outside spaces. When I try and bring a bit of fairness into the school I am told off, told it is
natural for boys to behave this way.”
Figure 6: Thinking back to any qualifications or training you received before you
started working in your role, did you receive any training on how to challenge gender
stereotypes in your work with children?
39

“I have seen practices such as giving girls a pink sticker on their birthday and boys a blue, 29
27
staff putting out a doll’s house and inviting only the girls to bring in a doll to play with in
23 22 22
it, and staff accepting more disruptive behaviour from boys because ‘boys will be boys’. “ % 20 20
16 16 17 18 16 16
15
13
“Boys are often characterised as curious, energetic, lively when girls displaying the same 12 11 11 12
8 8
attributes tend to be seen as too boisterous. Compliance is seen as a positive attribute for 7 2
girls, but not necessarily boys who are expected to be challenging & are seen as ‘full of Referred to A whole One session Occasional No training Can't
beans’ or ‘a lovable rogue’. They are often given more leeway to call out, interrupt & ask throughout module reference remember/not
trained
questions.”

“I find it hugely frustrating that the books in my book corner and those on my curriculum Nursery nurse/assistant Childminder Playworker Primary and nursery education

are predominantly male lead characters, male authored and if a female lead is there, she
will invariably be a princess. It is particularly disheartening how few books we have with girls
of colour in set in the UK when we are an urban school where the majority of students are
from BAME backgrounds.”
N: 1027 practitioners by practitioner type
A clear space therefore in which to make a difference to gender stereotyping in early childhood
is in the training offered to both early years practitioners and to primary school teachers. Far
too many practitioners are being trained with no or only minimal reference to tackling gender
stereotypes. This reflects the findings of a study conducted by Let Toys Be Toys, across a wider
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range of teachers, with similar findings of a lack of Initial Teacher Training on the issue.109 It
also reflects some evidence that the materials used in teacher training can perpetuate some
negative gender stereotypes.110
The required content of training for these roles is largely set by the Department for Education,
through the Initial Teacher Training Core Content Framework (for teachers) and through the
qualifications criteria for early years educators at T Levels, levels 1 to 4 and apprenticeships.
The latter refers to equality, but not to active challenge of harmful stereotypes.
By amending these core documents to reflect the need to actively challenge gender
stereotypes, and limit their perpetuation in practitioners’ own work, new practitioners can be
more comprehensively enabled to challenge stereotyping. However, this content does not run
counter to the current – it is just not explicit. Our surveys show that 74% of practitioners
support discussing gender stereotypes explicitly in the initial training on offer for their role.
RECOMMENDATION: Government should issue new teacher training
guidance. We recommend that the DfE extends the Initial Teacher Training Core Content
Framework111 to include knowledge and understanding of gender stereotypes, and stereotypes
relating to race and other protected characteristics, and the approaches to teaching that can
be used to counter them.
50
Similarly, the content of Government criteria for early educator qualifications at T Levels, levels
1 to 3 and apprenticeships should be amended to include active challenge of stereotyping.
RECOMMENDATION: Training providers should review their practice.
Organisations who deliver initial training to practitioners at all levels should review their
curriculum to include the need to challenge gender stereotypes. This should be done in advance
of forthcoming Government guidance on teacher training and early years qualifications, and
then updated as needed.
What practitioners say: “Generic courses fail to work”
“Training on gender (and racial) bias to be built into the core teacher training curriculum
and delivered as part of ongoing staff development training.”
“Teacher training courses need to be longer, with all prospective science teachers learning
about approaches which reduce gender stereotyping, and appeal to all children. More time
to learn about pedagogies that promote inclusivity, specifically within their field - generic
courses fail to work as they can’t imagine how to put it into practice.”
109 Let Toys Be Toys, (2020) ‘Tying Pencils to Dinosaurs’: Gender stereotyping in initial teacher training and continuing professional development http://
lettoysbetoys.org.uk/wp-content/uploads/2020/08/LTBT-ITT-survey-report.pdf
110 Karen Yanowitz and Kevin Weathers (2004) ‘Do boys and girls act differently in the classroom? A content analysis of student characters in
educational psychology textbooks’ Sex Roles 51 101-107
111 Department for Education (2019) ITT Core Content Framework https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/919166/ITT_core_content_framework_.pdf
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“I think training in schools on challenging sexist stereotypes will be important, both for
teachers and then in school as part of PSHE programmes. It will be hard to fight parents own
sexist stereotypes, but if the kids are armed with knowledge, history (and non-conforming
role models) it will be easier to challenge outside school.”
Once in the classroom, research shows practitioners do not always practice what they were
taught in initial training because of the context and culture of their setting and children.112
Even fewer practitioners have received continuous professional development (CPD) on
challenging gender stereotypes; in their current role, four in ten (41%) had received no CPD
on gender stereotypes and a further 13% only receiving relevant CPD more than five years
ago.
Only 17% had received CPD on gender stereotypes in the last year, although this may be
unsurprising given the events of 2020. Half of those working for 10 years or more had received
none and 42% of nursery nurses had received none, compared to 20% of childminders, outlined
in figure 7.
Given that a significant proportion of practitioners currently working will not have had any
initial training that covered challenging gender stereotypes, this lack of any subsequent CPD
is concerning. Our survey found that 74% of practitioners support making online training, a 51
minimum form of CPD in this area, available, while 76% support time and resources to cover
the issue in INSET days, or similar.
RECOMMENDATION: The DfE should create a funding pot for CPD training
for practitioners to fill the gaps in training evidenced by our polling and reinforce initial
lessons. The newly created £8 million Wellbeing for Education Return Grant113 can serve as
a model; Local Authorities should be given money to fund a training package delivered by
experts to nurseries and schools on how to challenge gender stereotypes.
RECOMMENDATION: The DfE should ensure that challenging gender
stereotyping is a focus of equalities CPD. Alongside the other elements of delivering
the equality duty, providers should make challenging gender stereotyping, and other forms of
stereotyping based on protected characteristics, part of training. In particular, online training
relating to the new EYFS framework should reflect this aim.
112 Maria Assunçāo Flores and Christopher Day (2006), ‘Contexts which shape and reshape new teachers; identities: A multi-perspective study’ Teaching
and Teacher Education 22(2), 219-232
113 Department for Education (2020) Wellbeing for education return grant: S31 grant determination letter https://www.gov.uk/government/publications/
wellbeing-for-education-return-grant-s31-grant-determination-letter
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Figure 7: Since you started working in your current job, have you received any training on Systemic action on challenging stereotypes
how to challenge gender stereotypes in your work with children?
Overall, the results show that practitioners strongly support action on gender stereotypes
44 being taken. They are receptive to training on challenging gender stereotypes throughout their
42
career, and, perhaps surprisingly given the widespread understanding that educators feel over-
assessed, for a role for regulator in this. At present, Ofsted does explore whether a setting
31
29 promotes diversity, but this is only required for ‘Outstanding’ settings, and it is not clear that
26
24 23 achieving this criteria requires a setting to actively challenge stereotypes. In Wales, Estyn’s
% 21 22 21 20
17 16 16
inspection framework in non-maintained nurseries does touch on ‘equality and diversity’, but
12 12 12 without detail or a focus on challenging gender stereotypes.114 While Education Scotland’s
5 2 5 inspection framework includes a greater focus on ‘actively’ promoting equality, the role of
In the last year In the last 2-5 years Longer than 5 years No training Can't remember
practitioners in challenging stereotypes is not explored explicitly.115

Our survey found that over seven in ten practitioners supported the following systematic
Nursery nurse/assistant Childminder Playworker Primary and nursery education
measures to challenge stereotyping:
N: 1027 practitioners by practitioner type
• Funding for books and resources which show boys and girls as equal
• Assessment of the issue by Ofsted, Estyn, Education Scotland, or the Education and
Training Inspectorate
Confidence in challenging gender stereotypes
• Government guidance on how to address stereotypes in their work.
Practitioners expressed high confidence in challenging gender stereotypes. Eight in ten would
52 be confident in challenging a child if they said something that was stereotyped (80%), or
Figure 8 shows that overall, support was weakest among childminders and highest among 53
nursery nurses/assistants and nursery and KS1 practitioners.
in challenging materials, such as books or displays, that included stereotypes (78%). Three
quarters (74%) would be confident challenging another staff member who treated girls and Figure 8: To what extent would you support or oppose the issue of gender stereotypes
boys differently, and seven in ten (69%) would be confident challenging a parent who said being addressed in the following ways in relation to your job?
something stereotyped. It is positive that so many practitioners feel confident, but it does raise
the question of how equipped practitioners are, given the data on training, to have effective 3 3 2 4 2 3 2

conversations. 6 5 6 5 8 5
8
17 16 17 16 17
18 20
Even though over half (52%) of practitioners believe that parents and carers have ‘somewhat’
77
or ‘very’ different expectations for boys and girls, 65% believe that parents would be supportive 74 76 74 76
70 70
of them if they challenged gender stereotypes, with less than one in ten (9%) saying they would
be unsupportive. This was consistent across workplaces, although higher among places with a
%
religious character (73%) than without (59%).

This aligns with what parents say they want to see from settings. 80% of parents agree that
they want to see their child’s school or nursery to treat boys and girls the same, with the same
expectations and opportunities. Mothers are more likely to agree (83%) than fathers (74%),
but there is no difference between parents of boys and parents of girls.
Discussing Funding Online Assessments Funding for Guidance Support and
Parents also want to see support from their child’s school or nursery to tackle gender issue in initial and time to training by education books and from resources
stereotypes – 56% agree that they would like to receive support about how they can make training discuss regulators resources Government to talk to
parents
sure that stereotypes about boys and girls do not negatively affect their child’s future. Parents
Support Neither support nor oppose Oppose Don’t know
of boys are more likely to want advice (58% compared to 53% of parents of girls), and mothers
N:1027 practitioners
are more likely to want advice than fathers (58% compared to 51%).
114 Estyn (2019) Guidance handbook for inspecting care and education in regulated non-school settings eligible for funding for part-time education https://www.
estyn.gov.wales/system/files/2020-07/Guidance%2520handbook%2520for%2520the%2520inspection%2520of%2520non-maintained%2520nursery
%2520settings%2520September%25202019.pdf
115 Education Scotland (2016) How good is our early learning and childcare? https://education.gov.scot/nih/Documents/Frameworks_SelfEvaluation/
FRWK1_NIHeditSelf-evaluationHGIELC/HGIOELC020316Revised.pdf
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Practitioners want to see a number of changes from Government, and we have a number of
recommendations. This is because there is considerable diversity in the education sector as
experienced by young children – they may come under the Early Years Foundation Stage, or
the National Curriculum; gender stereotyping is relevant to their overall learning environment,
but also to the new RHSE requirements; practitioners may be trained through one of many
different routes, and their work assessed through many bodies and using a variety of standards.
This diversity means that just as change needs to come from both parents, companies and
education, similarly it needs to come from multiple directions within education.
What practitioners say: “Women need to be woven into the fabric”
“The biggest issues I found was lack of resources, and for children with SEN that was
particularly important. But I think that more schools would benefit from a curriculum that
gave children of both sexes hands on experiential learning in activities and skills that are
often gendered in a sexist stereotypical way.”
“In schools, leaders need to ensure that notable women are studied at the same rate as
notable men, and not just a token woman in a stereotypical ‘female occupation’. Across the
whole curriculum, women need to be woven into the fabric of it, and not be featured as an
afterthought.”
54
RECOMMENDATION: Make actively challenging gender stereotypes integral
to good early years practice. It is positive that the new Development Matters document
makes reference to challenging gender stereotypes.116 The Department for Education (DfE)
must go further – at its next review and the next Early Years Foundation Stage review, work
must be done to make active challenge of gender stereotyping a feature of good practice. This
can be framed within the context of the EYFS guidance that asks practitioners to consider
each child as a “unique learner”.
RECOMMENDATION: Make challenging gender stereotypes part of the RSHE
train the trainer programme. We welcome the inclusion of content around stereotypes in
the RSHE curriculum in primary schools. At the next review the DfE should make challenging
gender stereotypes explicit in the curriculum. As well, challenging gender stereotypes should be
included in the new Government funded “train the trainer” programme for RSHE.117
RECOMMENDATION: Improve teaching standards requirements by
including a requirement to challenge all stereotypes relating to the protected
characteristics. The Teachers’ Standards sets out the minimum requirements for teachers’
practice and conduct in schools and early years settings.118 The DfE should update the
116 Department for Education (2020) Development Matters: Non-statutory curriculum guidance for the early years foundation stage https://assets.publishing.
service.gov.uk/government/uploads/system/uploads/attachment_data/file/914443/Development_Matters_-_Non-statutory_curriculum_guidance_
for_the_early_years_foundation_stage__1_.pdf
117 Department for Education (2020) Teaching about relationships, sex and health https://www.gov.uk/guidance/teaching-about-relationships-sex-and-
health#training-support-for-schools
118 Department for Education (2013) Teachers’ Standards: Guidance for school leaders, school staff and governing bodies https://assets.publishing.service.
gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf; National College for Teaching and Leadership
(2013) Teachers’ Standards: Early Years https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/
Early_Years_Teachers__Standards.pdf
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guidance to include requirements for challenging gender stereotypes, and all stereotypes
relating to protected characteristics, as part of the steps teachers should take to meet the
equality duties.
RECOMMENDATION: Ofsted should ensure that challenging gender
stereotypes is an active part of the inspection framework addressing gender
equality and protected characteristics. Ofsted and equivalent bodies should ensure
that the criteria around equality already within the inspection framework is well understood
by inspectors and prioritised within the framework. To assist with evaluating teaching of the
new RSHE curriculum, Ofsted should provide its inspectors with guidance on how teaching
which promotes equality should challenge gender stereotypes, and stereotypes relating to
other protected characteristics, building on the recent guidance on inspecting teaching of the
protected characteristics.119
RECOMMENDATION: Government should appoint a lead on challenging
stereotypes. The DfE has a clear role in promoting the importance of challenging gender
stereotypes and providing resources and materials to assist practitioners and settings. To do
so, the DfE should appoint a government official to lead on gender stereotypes who will work
with bodies in the education sector (not only nurseries and schools, but other organisations
such as training providers, education unions and education content developers) and advocate
for the elimination of gender stereotypes in education.
55
Three quarters of practitioners agreed that they want to see funding provided by Government
for books and materials that show boys and girls as equal. For this to happen, educational
publishers will need to ensure that the material they produce, which reaches into settings
across the country, challenges rather than replicates gender stereotypes.
Evidence on the extent to which this is the case in the UK educational publishing market
at present is limited, although international reviews of gender representations in textbooks
have found significant issues,120 and in particular in the US market.121 Given the picture in the
UK relating to children’s literature more widely, it seems unlikely that there is not an issue to
contend with.
RECOMMENDATION: All education publishers (print and online) should
explore their editorial guidelines in light of this issue and ensure that their
materials avoid gender stereotypes, and take opportunities to challenge them.
Educational content developers set the tone and often the content for activity within education
settings in early childhood.
119 Ofsted (2020) Equality and diversity impact assessment: inspecting protected characteristics https://www.gov.uk/government/publications/inspecting-
teaching-of-the-protected-characteristics-in-schools/equality-and-diversity-impact-assessment-inspecting-protected-characteristics
120 Blumberg (2014) ‘Eliminating gender bias in textbooks: Pushing for policy reforms that promote gender equity in education’ Background paper
prepared for the Education for All Global Monitoring Report 2015
121 Lorraine Evans and Kimberly Davies (2000) ‘No sissy boys here: A content analysis of the representation of masculinity in elementary school reading
textbooks’ Sex Roles 42, 255-270
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Case study: Pearson Gender Equality Guidelines
Drawing on the evidence this Commission has brought together, Pearson has developed
guidelines for all 22,500 of their employees across 70 countries when it comes to
representations of gender in their editorial content. The guidelines were initially brought
together by Pearson’s WILL employee resource group focussed on gender, responding
to the evidence on the harms caused by gender stereotyping. Fawcett have provided
independent guidance, feedback and training in bringing the guidelines into operation.
The focus of the guidelines is not just on avoiding harms caused by presenting
stereotypical depictions, but on finding opportunities to actively challenge stereotypes,
such as through counter-stereotypical depictions of female and male characters.
The guidelines are accompanied by employee training, and by a step-by-step checklist for
use in editorial decision-making. They are a companion to similar work being conducted
on race, ethnicity, LGBT identity and wider inclusion issues.122
Evidence on whole-school approaches
The evidence for programmatic approaches that can make a difference in education settings
56 often focusses on Key Stage 1 and above, although some of the findings will be relevant to the
early years and some are specifically relevant.
There is some limited evidence from abroad. In Sweden, an overall gender-challenging approach
built in to the curriculum has been taken further in some settings.123 An evaluation of one such
‘gender neutral’ pre-school found, using a set of one-off measures in comparison to typical
pre-schools, that boys were more interested in playing with girls and vice versa, and that
children held lower levels of stereotyped attitudes.124
Through evidence sessions for the Commission we heard about specific activity undertaken
in the UK to challenge stereotypes. These included activity by Lifting Limits and You Be You,
and the Improving Gender Balance project from the Institute of Physics, in secondary schools,
as small-scale pilots.
Case study: Lifting Limits
Lifting Limits works with educators to deliver a whole-school approach to addressing
gender stereotyping. The approach includes a gender champion within the staff team
and an initial gender audit to identify areas of development within the school. The Lifting
Limits team then delivers an initial INSET presentation to staff, and workshops with
parents and carers. Teachers then have access to a package of resources, including lesson
plans for subjects within the National Curriculum, to embed the task of challenging
gender stereotyping into everyday teaching.
122 Pearson, (2020) ‘Pearson launches first-of-its-kind Gender Equality Guidelines to tackle gender stereotyping in education, press release 23 November
2020, accessed at https://www.pearson.com/uk/about-us/news-and-policy/news/2020/11/pearson-launches-first-of-its-kind-gender-equality-
guidelines-to.html
123 Emma Bayne (2009) ‘Gender pedagogy in Swedish Pre-Schools: An overview’ Gender Issues 26 pp130-140
124 Kristin Shutts et. al. (2017) ‘Early preschool environments and gender: Effects of gender pedagogy in Sweden’ Journal of experimental child psychology
162 1-17
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This approach has had an independently evaluated pilot in five maintained primary
schools in Camden in North London. Qualitative elements of the pilot found that there
was value both in each of the elements of the project in isolation, but also in their
combination into a whole school approach.
Pre-post evaluation measures identified positive impacts on staff reflectiveness around
gender stereotypes, with the proportion who reflect ‘a lot’ on the messages they send
to boys and girls up from 29% to 50%, as well as increases in confidence in tackling
stereotypes, and perception that they have sufficient resources to tackle stereotyping.
Pupils in the early years and in primary age groups saw increases in gender equal
attitudes: pupils were twice as likely to say jobs such as nursing or construction were ‘for
everyone’ in the post-pilot study, with similar findings around toy play and activities.125
Case study: You Be You
You Be You is an intervention designed on principles of intersectionality and early
intervention. Their programme constitutes Key Stage 1 lessons delivered by their
own specialist educators and psychologists, with a focus on home-school engagement
through ‘Be Me’ take-home boxes to complete with a parent or carer. The project also
includes teacher training and assemblies.
57
A pilot of the scheme, delivered in two ethnically diverse London schools with high
levels of deprivation, found a 29% decrease in pupils who agreed that some jobs are for
men and some are only for women, a 32% decrease in the proportion of pupils who
agreed that girls are kinder than boys are, and a 46% increase in the proportion who say
that it’s ok for boys to like playing house.126
Case study: Institute of Physics, Improving Gender Balance
The IoP’s ‘Improving Gender Balance’ work has been running for a number of years and
aims to increase the proportion of girls going into physics A-Level by creating a whole-
school approach to tackling gender stereotyping. This draws on the IoP’s conclusion
that targeted action alone on girls’ underrepresentation in STEM is not sufficient to
make the change that is needed.
An initial pilot of this approach in six schools saw the proportion of girls taking A-Level
physics treble after two years, and a randomised control trial (RCT) of this approach
is currently being carried out with almost 150 schools across England, funded by the
Department for Education and with the results analysed by the UCL Institute of
Education.127 It is this standard of evidence of impact that we call for Government to
collect in relation to challenging gender stereotyping in the early years.
125 Tessa Horvath Research (2019) Lifting Limits Pilot Impact Evaluation Report Lifting Limits https://www.liftinglimits.org.uk/wp-content/uploads/2019/12/
Impact-Evaluation-Report-final-for-website.pdf
126 You Be You (2019) The Impact Report 2019 https://static1.squarespace.com/static/58d288231b10e3c76bc6b662/t/5d7901b0db48265fa07185
fa/1568211387832/Impact+Report+2019+%28Abridged%29.pdf
127 Institute of Physics, ‘Improving Gender Balance research trial’ https://www.iop.org/IGBtrial
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These include quite different features, such as features of co-production with teachers and
with parents in You Be You’s work, differences in duration and train-the-trainer versus staffed
versions, but all have a focus on linking directly into, and problem-solving (for the teachers) the
existing curriculum. Gender Action also represents a whole-school approach to accreditation
across settings.
These programmes each incorporate different elements of the approach that needs to be
taken, based on the evidence of the nature of harms and of effective responses:
• Materials which counter, not reproduce stereotypes, which are well evidenced to have
an effect on counteracting stereotype beliefs among children.
• Teacher practice in terms of reducing ways stereotypes are transmitted – challenging
their own beliefs and moderating behaviour and language.
• Teacher willingness to challenge stereotypes expressed by children.
Each of these programmes has been evaluated, in some cases independently, with a mix of
post-intervention and pre- and post-intervention measures. These findings are truly promising,
and should encourage funders and schools to invest in this type of programmatic intervention.
However, we recognise that to unlock large-scale investment by Government and institutional
funders in wider rollout of these schemes, randomised control trial evaluation is needed in
order to make the case on the basis of a clear understanding of costs and benefits.
58
It is also need in order to identify which elements of such programmes work best, and which
can be replicated in different settings. The outcome measures explored in evaluations of this
nature could be drawn from those suggested by the evidence reviewed in this report, ranging
from improvements in skills associated with gender stereotyped expectations, such as reading
or spatial reasoning, to career ambitions and gender stereotyped attitudinal measures.
RECOMMENDATION: The Department for Education and Government
Equalities Office should fund evaluations of school and early years setting
interventions and then scale up the most effective ones. There is promising evidence
of the effectiveness of whole-school interventions from small-scale pilots, however support is
needed to generate the highest quality assessments of what elements of these programmes
work in order to unlock Government funding. Government should fund control trial evaluations
of a number of these programmes.
RECOMMENDATION: Other funders should intervene to ensure programmes
are evaluated and to extend their impact. Institutional research funders should support
high-quality evaluations of programmatic interventions to challenge gender stereotypes.
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THE COMMERCIAL SECTOR
How commercial products continue stereotypes
The research evidence shows that the way companies use stereotypes to sell products and
services to children can steer them toward gender stereotypical choices, and send messages
to them about what is deemed appropriate for boys and for girls. This happens at each stage
of the production process, from the design or creation of products or content, through to
their marketing.
We outline some of these findings, and the way these sectors replicate stereotypes, below, by
sector. Some of these are more well-explored than others in existing research, while for some
our exploration is a new addition to our understanding of the issue. Together these sectors
make up the ‘wallpaper’ of children’s lives – sometimes literally, with research in the 1970s
and 2010s finding that children’s rooms clearly reflected the gender stereotypes found in the
commercial sector.128 59
The scope of our focus in this report is on the products and media targeted at children
between 0-7, but we recognise that the wider commercial world has an impact – children
watch just as much adult or family-orientated TV as they do kids’ TV, and toward the end of
this age range children often strive to feel mature by engaging with the next age bracket up.
While we cannot explore it in depth, actors in the wider commercial world should consider
the messages their content sends. In a similar vein, we focus sector-by-sector, but retailers like
supermarkets, which we include in our high street and online audits, cover many or all of them
and therefore their decisions have a real influence on many children’s lives.
At an overall level, evidence from experimental studies shows that gender differences in the
colours that children like come about due to those colours being prevalent in the toys that
they are given to play with,129 and those preferences arise over time130 – they are not innate.
If all the toys a child is given are pink, why would they not prefer pink? This impact is likely
to be similar across the different markets we explore here, from television and online, to
cards and books. The approach we advocate is not to shift from gender-segregated pink and
blue products to a beige, “gender neutral” option, which is how this argument is sometimes
caricatured. Our aim is for the whole range of experiences and options to be available to all
children, and therefore for the whole colour palette to be used without discrimination when
it comes to products and media for children.
128 MacPhee and Prendergast, (2018) Ibid
129 Hines and Wong (2015) ‘Preferences for Pink and Blue: the development of color preferences as a distinct gender-typed behaviour in toddlers’
Archives of Sexual Behaviour 44
130 Jac Davis and Melissa Hines (2020) ‘How large are gender differences in toy preferences? A systematic review and meta-analysis of toy preference
research’ Archives of Sexual Behaviour 49, 373-394
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60
Of course, it is not the colours pink and blue that inherently the problem. It is the way
that those colours, used consistently, send a message about which products or media are
appropriate for girls and boys, separating them out at an early age. It is also the message bound
up in those ‘appropriate’ colours: that girls are pink, reinforcing stereotypes of girls as frivolous
and ‘pretty’; and that boys are serious in blue. As this section explores, those stereotypes
are also reinforced by tropes, slogans and representations to create a critical mass of clear
messaging about who boys and girls are meant to be, and how they are meant to behave.
For those who create products, or advertise them, and are worried that they will be restricted
in their creativity if they cannot fall back on gender stereotypes, the message from parents is
that it is old-fashioned stereotypes that are boring, and fast falling out of date.
Our approach to change
We acknowledge that both businesses and consumers in different sectors are in different places
on this issue. As a result of concerted campaigning, particularly by Let Toys Be Toys, marketing
divisions in the UK toy industry have almost wholly moved beyond explicitly segregating online
and bricks and mortar shop sections as ‘for boys’ and ‘for girls’, while cards and stationery
have not. Our survey finds that while parents prefer toys being marketed to all children
equally, they are not in the same place on clothing. Our findings and recommendations reflect
these differences, as well as the differences in the roles of product or content creators, and
advertisers and marketers.
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At one level the current system, of relying on gender stereotyping to sell products to children,
works. Because it is used by the majority of marketers and designers, it represents a comfortable
business as usual option. However, the evidence we have heard as a Commission shows three
things – that this way of working causes harm; that parents want to see change; and that when
businesses have made change, they have not seen the negative commercial impact that some
of their internal stakeholders predicted.
On the first of these, the research outlined above shows the overall harm caused by stereotypes.
In the specific areas explored below, we add evidence that specific issues, from the toys
children are offered, to the types of stories they read, recreate stereotypes.
On the second, our data shows that parents keenly feel that their children are being sent
gender stereotyped messages by product marketing. Half of parents agree that companies
who market products to children have sent different messages to their child than they would
to a child of the opposite sex – far more than the 15% who disagree.
They also clearly want to see change happen. As the data shows, 66% of parents say that
they want to see companies voluntarily advertise toys to boys and girls in the same way.
Parents who want to see toys advertised as “for any child” significantly outnumber those who
prefer toys “for boys” or “for girls”, more than three-to-two. The commercial impetus against
segregation is clear.
61
On the third, evidence shared with the Commission gives examples of businesses who have
seen change happen. Usborne Books stopped selling “books for boys” and “books for girls” – a
move that made their marketing department nervous. It didn’t result in a fall in sales. Members
of the campaign group Let Toys Be Toys successfully persuaded the majority of UK high street
toy retailers to stop using gender segregated toy aisles. None have switched back due to any
negative impact on sales, and indeed many of their “Toymark” awarded retailers thrive after
having gone further in eradicating stereotyped marketing.131 A retailer we heard evidence
about looked into their gendered search terms and identified that these drove web traffic, but
not sales – so they dropped them.
Together, we think these make a strong case for change. We think many businesses also
want to change, but are cautious, especially given the current very difficult retail environment.
Many people who work in the different industries that influence children think that they are
powerless, and have no say – that as retailers they can only work with the toy descriptions or
photography they get, or as manufacturers that they can’t control what retailers choose to
stock or what images they use on their website – not recognising what power they do have
to push for change.
So too do many parents, and children’s wider families. They are cautious of being the ones
not to give the stereotypical gift to friends, and therefore risk themselves, or their child, being
considered odd; they are wary of the extra time and cost it can take to buy toys that avoid
stereotypes; or they think they are powerless in the face of a wall of pink and blue. It is only if
we all play our part and make a change that a shift, which we all want, can happen.
131 www.lettoysbetoys.org.uk/toymark
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Toys
Research clearly shows that children show gendered preferences in terms of the toys they
play with, and that this increases with age132 - we argue that this increases due to stereotypes
about what toy play is acceptable. Some of the typical divisions that have been noted are for
girls to be more likely to be given dolls, and fictional characters, while boys are more likely to
have sports equipment, tools and vehicles as toys.133 Studies conducted in the last few years
have found no progress when it comes to the prevalence of gendered toys in children’s rooms
compared to in the 1970s.134 As well as the differences in the actual toys available, research
identifies the prominence of the gendered “pink and blue” divide in children’s playthings.
Research also demonstrates that these different opportunities given to children have negative
impacts in terms of the potential for differential skill development. For example, it shows
that young girls are given fewer opportunities with STEM toys,135 and that toys aimed at
boys are less likely to emphasize caring.136 As well as limiting girls’ and boys’ development in
important life skills – an early understanding of mathematics, or nurturing and empathy –
these differences help to impose divisions based on gender at an early age, and send signals to
children about what is expected of them.
How gender gets into toy design
62 Our Commission heard expert evidence about some of the issues affecting the toy sector. A
clear message was that issues within the sector arise at a number of points. Company business
units are often still split by gender, although this has begun to change with some manufacturers.
At the point of setting a product design brief, often manufacturers still specify that it ought to
be marketed to a specific gender. At the point of market research, often single-gender groups
of children are used.
RECOMMENDATION: Design toys for children, not by gender. Toy manufacturers
should commit to end gender-specific product briefs, and to end single-gender focus groups for
product market research.
RECOMMENDATION: Toy companies should drop teams that work on “toys
for boys” or “toys for girls”. Toy manufacturers should commit to restructuring their
business so that internal business units are not ordered by gender, from product design
through to marketing and advertising. As this will require a degree of restructuring, we call for
manufacturers to commit to enacting this in the medium term.
132 Jac Davis and Melissa Hines (2020) Ibid
133 Boe, J. & Woods, R. (2018). ‘Parents’ Influence on Infants’ Gender-Typed Toy Preferences,’ Sex Roles, 79(5-6), pp. 358–373
134 MacPhee, D. & Prendergast, S. (2018). ‘Room for Improvement: Girls’ and Boys’ Home Environments are Still Gendered,’ Sex Roles, pp1-15
135 Emily Coyle and Lynn Liben, ‘Gendered Packaging of a STEM Toy Influences Children’s Play, Mechanical Learning, and Mothers’ Play Guidance’ Child
Development 91(1); Rebecca Hei Li and Wang Ivy Wong (2016) ‘Gender-types play and social abilities in boys and girls: are they related?’ Sex Roles
74, 399-410
136 Becky Francis (2010) ‘Gender, toys and learning’ Oxford Review of Education 36(3)
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Advertising has an impact, and it still uses gender stereotypes.
The profile of the sector is changing: online sales make up 34% of purchases, but that figure
is increasing quickly and likely to have risen during the coronavirus pandemic. Many purchases
are not chosen by children - 59% of Christmas gifts for children are chosen by the giver, not
the child.137
Some evidence exists that in the US, a shift occurred in the advertising of toys after the 1980s
to increase the use of gender differentiation – and gender stereotypes – in order to encourage
sales.138 This matters - children’s choices have been shown in laboratory conditions to be
clearly influenced by gendered advertising.139 Some of the gendered trends in toy advertising
identified in research include depictions of boys as more knowledgeable, active, dominant and
aggressive than girls,140 in addition to the colour segregation described above.
Let Toys Be Toys research in 2017 also showed real disparities in how children were depicted
in toy catalogues, with boys nearly four times more likely to be shown playing with cars and
girls twice as likely to be shown doing ‘domestic’ play and seven times as likely to be shown in
nurturing or caring play.141 In 2015, they found that television advertising was similarly gendered.
Their review of 30 hours of children’s programming found that adverts were segregated, with
29% featuring only boys and 26% featuring only girls. “Boys’” ads were dominated by vehicles,
action figures, and weapons, and themes of mastery and conflict; while girls’ emphasised
fashion, beauty, and domesticity, with themes around relationships and appearance.142 63
What parents think
Parents prefer to buy toys which are equally advertised. Our survey of parents shows
that 41% of all parents, 45% of mothers and 35% of fathers, prefer to buy toys for children
which are advertised as being for any child. That significantly outnumbers the 26% who say they
prefer toys which are advertised as ‘for boys’ or ‘for girls’. A further 31% have no preference.
We found that there was a slight overall preference for buying gender-differentiated toys for
boys (29%) over girls (22%), and this particularly widens for fathers of boys (39%) compared
with mothers of boys (23%). A preference for gendered toys seems to rise as children grow
older (33% among parents of 7-year-olds), reflecting the literature on children’s increasing
differentiation with age. We found no notable trend by socioeconomic group or income.
BAME parents were similarly likely to prefer toys to be advertised equally (43%), slightly
more likely to prefer them to be advertised by gender (33%), and slightly less likely to hold no
preference (22%).
Parents want to see companies advertise to boys and girls in the same way – either
voluntarily, or with state intervention. We found that 66% of parents want to see
137 BBC (2019) ‘Parents spending heavily on mystery toys’ https://www.bbc.co.uk/news/business-46193015
138 Elizabeth Sweet (2013) Boy builders and pink princesses: Gender, toys, and inequality over the twentieth century. Unpublished doctoral dissertation, The
University of California, Davis, CA.
139 Laura Zimmermann (2017) ‘Preschoolers’ perceptions of gendered toy commercials in the US’ Journal of Children and Media 11(2)
140 Beverly Browne, (2013) ‘Gender stereotpyes in advertising on children’s television in the 1990s: A cross-national analysis’ Journal of Advertising 27(1)
141 Let Toys Be Toys (2017), Who’s in the picture? Gender stereotype and toy catalogues http://lettoysbetoys.org.uk/wp-content/uploads/2012/12/
LetToysBeToys-Catalogues-report-Dec17.pdf
142 Let Toys Be Toys (2015), Who gets to play? What do toy ads on UK TV tell children about boys’ and girls’ play? http://lettoysbetoys.org.uk/wp-content/
uploads/2015/12/LetToysBeToys-Advertising-Report-Dec15.pdf
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companies, of their own accord, advertise toys to boys and girls in the same way. However,
58% also say that the Government should require it.
Mothers were more likely to agree, with 71% of mothers and 58% of fathers saying companies
should voluntarily take action to make toy advertising equal, and 62% of mothers and 51% of
fathers agreeing that Government should step in. Agreement was consistent across different
groups, with over half of all voter groups, age brackets, and income groups, and white and
BAME parents, agreeing.
Case Study: The FJP (Federation Francaise Des Industries
Jouet-Puericulture) ‘Charter for a Mixed Representation of Toys’
The Macron administration in France made gender parity a key part of their platform
for Government. Focussing on the ‘education’ plank of this commitment, in June 2019
the Ministry of Economy and Finance gathered together key players in the toy sector,
including manufacturers, distributors and advertisers, along with wider stakeholders in
the public and third sector to assess the impact of toy design, marketing and retail on
gender equality.
This and subsequent discussions resulted in the co-creation with the toy industry of a
charter. Intended to promote greater mixing of girls and boys in the creation, distribution
64 and promotion of toys. The charter, which is voluntary in nature, includes a series
of commitments from each element of the industry, alongside parallel commitments
from the third sector and public bodies. Manufacturers committed to reduce separate
domains for boys and girls in their products, to end stereotypes in product descriptions
(e.g. “Now you can cook like mum”), to promote neutral or mixed visuals e.g. around
colour and tropes. Distributors and retailers made commitments around catalogues and
segregation, in-store training. Advertisers committed to using tools designed to reduce
gender stereotypes in their output.143
Signatories, which include many major international brands, are committed to annual
reporting on their adherence to the charter and progress made toward gender equality.
In discussions with signatories, they have pointed up the voluntary nature, Government
driving the agenda, and close work with brands as key to engagement with it so far.
Case Study: Sweden’s advertising rules
The Swedish advertising ombudsman or ‘Reklamombudsmannen’ (RO) has long had an
objective to counteract gender discrimination in advertising practice. In 2009, following
a complaint by a group of schoolchildren, the RO evaluated a catalogue from Toys R Us
and found that it routinely categorised toys by gender; that it predominantly used images
which showed only girls or only boys playing with particular toys, and rarely both; and
that boys were shown in active while girls were shown in passive situations; and that
together, these constituted unacceptable gender discrimination.144
143 French Government, (2019) ‘Charter for a Mixed Representatino of Toys’, unofficial translation provided to Fawcett by the French Embassy
144 Niina Kosunen et. al. (2017) Regulation of Gender-Discriminatory Advertising in the Nordic Countries Nordc Council of Ministers, TemaNord 2017:534
https://norden.diva-portal.org/smash/get/diva2:1108955/FULLTEXT01.pdf
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Our view is that, as in the example of the work conducted by the French Government, an
industry compact will be most effective if it is voluntary, and if Government brings together
retailers and manufacturers around a shared agenda based on the potential gains in public
policy terms. The FJP agreement focussed on issues around women’s representation in STEM
– as this report shows, the argument for change is much wider than that important issue
alone.
RECOMMENDATION: The Department for Culture, Media and Sport should seek a
voluntary agreement with manufacturers, distributors and advertisers in the toy industry,
working closely with the British Toy and Hobby Association, the British Toymakers Guild, and
the Toy Retailers Association, along the lines of the French model. This should cover design,
advertising, and in-store service.
The current picture in toy marketing
Our members and supporters went into 141 shops across UK high streets, in Autumn 2019,
and using a standardised response form evaluated their marketing across issues relating to
explicit and implicit signage, and segregation.
Among the 45 toy shops we assessed, we found that explicit segregation was now low. But 65
implicit segregation by colour and by toy type – for example, with all of the stereotypical ‘boys’
toys grouped together – was still quite frequent.
We also surveyed the websites of 14 toy vendors, covering both the largest and a selection of
specialist and supermarket vendors. It was positive to see that none of the sites sampled had a
filter on their products to explicitly categorise toys by gender. Some retailers appeared to have
taken positive steps to avoid stereotyping. One of these was the Early Learning Centre, which
featured images of boys playing with dolls and kitchen sets on their toy homepage. Overall,
nine of the 14 sites sampled had included images of children on the toys homepage; of those
nine, five had depicted girls and boys playing together.
A partial exception was Amazon, whose search bar auto-completes a search for “toys” with “for
2 year old boys” and “for 1 year old girl”, and so on. Both the “sponsored” and non-sponsored
top results for these searches evidenced gender segregation in both colour and the types of
toys returned in the search. We recognise that this is likely to be due to a combination of key
words used by vendors in their descriptions and tags, past search behaviour by consumers
feeding in to algorithms, and keyword bidding, as well as curation by Amazon staff.
RECOMMENDATION: While we recognise that online product search is a complex
picture, we urge relevant companies to take steps to reduce the prominence of gendered
autocompletions in their search bar, and to curate a less stereotypical range of options returned
by these searchers. This applies beyond toys, to their ranges of books and other products.
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How to address issues in toy marketing
66
What parents say:
“Google and Amazon etc autofill “gifts for girls” and “gifts for boys. This pre-supposes there
is a difference and I am sure people select one or the other even though they were not
searching for that originally.”
The majority of sites did not use colour or language to segregate toys on the homepage.
However, looking at construction categories in comparison to dolls showed clear segregation.
In particular, the colours used in the products and packaging differed hugely across categories.
Unsurprisingly, products in the doll categories were overwhelmingly pink and the construction
products blue, red and black (the exception to this was Lego Friends).
Stereotypes filtered down to small details. John Lewis and The Early Learning Centre both
advertised own-brand dollhouse figures. Both retailers dressed the female characters in pink.
Interestingly, only two out of 12 stores with a construction category had included images of
children playing; the other ten stores featured only images of the products and packaging. Six
out of 13 stores with a doll category featured images of children playing and five out of six of
those stores featured solely images of girls.
145 ASA/CAP, ‘Harmful gender stereotypes in ads to be banned’ 14 December 2018 https://www.asa.org.uk/news/harmful-gender-stereotypes-in-ads-
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Case Study: The Advertising Standards Authority/Committee on
Advertising Practice rules
In 2018 CAP announced new rules on gender stereotypes that are likely to cause harm,
or serious or widespread offence. Rulings on this rule to date have included some involving
stereotyped depictions of housework, demonstrating an area where the change is likely
to reduce some of the negative content children are exposed to. In relation to advertising
directly to children, the focus is on ruling against adverts that explicitly convey that a
particular product or pursuit is inappropriate for one gender or another.
More insidious or implicit stereotypes are not ruled against. In addition, the ASA/CAP
cannot regulate for cumulative effect. Repeated gendered tropes like colour segregation
in adverts which, on their own, are just a drop in the ocean, do not fall within the
regulator’s powers.145
The Fawcett Society is working, with funding from the Eurobest awards and in
consultation with industry, to outline a blueprint for advertising of children’s products
that actively challenges gender stereotypes, taking the next step on from the CAP rules.
67
RECOMMENDATION: Retailers and advertisers should reflect on their products and
marketing, and take steps to reduce stereotyping. Once they are available, advertising agencies
and businesses who commission them should pledge to use the Fawcett Society and Eurobest
blueprint for change in their work.
What parents say: “A code of practice might be a start”
“Companies should have to have a gender balanced marketing policy, no pink aisles for girls
and blue for boys in toy shops.”
“Reduce the pink and gender stereotyping in toys. Not all girls are defined by an obsession
with their looks, hair or nails. Not all boys are mechanically minded, war obsessed.”
“I would like to see a move to marketing children’s toys in a non-gendered way. I feel this
needs action from government, trade bodies, manufacturers, publishers, retailers, Ofsted,
schools, childcare providers and parents’ groups. A code of practice might be a start.”
“More adverts with girls using power tools and playing with cars. And boys playing with
dolls. And dolls of varying disabilities being available. Also, why is it so difficult to purchase
black authentic looking dolls in the UK?”
“I think in the end, it comes down to the toy manufacturers. I think it would only really take
ONE large retailer or toy manufacturer to do this and others would see the success and follow.”
to-be-banned.html. 
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Ahead of that blueprint, stakeholders in the toy industry can and should make changes to stop In terms of the specific content, we analysed a sample of the first five minutes of three videos
using gender stereotypes in their marketing. In line with the changes called for by Let Toys Be from each of the top ten children’s YouTube channels, by views.148 These channels are available
Toys,146 we urge them to take the following steps: worldwide (we excluded channels not in the English language as being less relevant for the
audience of this report), as viewership is not available broken down by region, but they give us
1. Use inclusive language and names in product descriptions. Manufacturers
an indicative view on the content of YouTube’s most popular children’s content.
should avoid signalling gender in their product names, and advertisers and marketing
teams should avoid using descriptions that specify the gender of their target market. Representation of female characters was uneven. In total, among prominent characters,
there were 35 female characters and 57 male characters – a total of 38%. Of those 92, 33
2. Represent children equally in video and picture content. In both television
characters seemed to be from Black, Asian and minority ethnicity backgrounds, but only two
and online adverts, and in the photography used in catalogues and online listings, players
were disabled.
in the toy industry should depict boys and girls playing with the same toys, and playing
together. Segregation sends a message that some toys are not for some children. Where videos had recognisable characters within them, often those roles reflected gender
stereotypes – for example, in all three videos which were a variation of the nursey rhyme
3. Avoid stereotyped use of colours. Using pink – or only light colours - for toys
“Wheels on the Bus”, the bus driver was male. Farmers and mechanics were male; teachers
stereotyped as “for girls”, and blue – or only dark colours – for toys stereotyped
and singers were female. Female characters were shown in a parenting role in six different
as “for boys” is doubly harmful. It sends a message that those toys aren’t for some
videos, while in only two were fathers shown caring for children. Stereotypical visual cues
children, and it contains an underlying message that boys should be serious and girls
were used to gender content, from female animal characters depicted with long eyelashes or
should be frivolous. Change this up by using the whole palette creatively.
makeup, to pink and blue mummy and daddy sharks.
4. Think about the messages coded in your advertising. There are a number of
Twelve of the thirty videos featured real children. Four of these videos contained some
gendered tropes which reoccur in children’s toy advertising, from robots and dinosaurs
stereotypical toy play – in “Ryan’s World”, the toys he plays with are cars and action figures;
for boys to love hearts and sparkles for girls. Avoid stereotypes by using them equally
68 and in “Kids’ Diana Show” the girl Youtuber plays with a pink “princess” inflatable car while the 69
for boys and girls.
boy plays with a red car. Clearly gendered toy marketing has fed into these channels.

Online content The most popular YouTube videos, on our analysis, under-represent female characters
and feature gender stereotypes. As a platform which relies on user-generated content, we
Consuming online content is an increasing part of early childhood. Ofcom figures show that
understand that addressing this presents a challenge, but YouTube have tools that they can
watching videos on YouTube is a weekly activity for 39% of 0-2s, 62% of 3-4s, and 69% of 5-7s.
use to support the creation of counter-stereotypical content. Their YouTube Partner Program
Perhaps surprisingly to people who were parents less recently, 35% of 5-7s have their own
(YPP)and YouTube Creators schemes offer support to creators, and the degree of curation
tablet.147 The content they consume there matters significantly for children’s development
involved within algorithms could be used for good.
The way in which online video platforms work - particularly YouTube, the most commonly
used - has the potential for a negative impact in terms of stereotyping. These platforms use
RECOMMENDATION: Diversify online video content. Platforms should actively
algorithms to determine which video will be shown next, based significantly on its similarity
support new children’s content creators whose content challenges gender stereotypes, through
to the previous video. Unlike children’s television, which is much more curated and (despite
seeking and promoting new creators. In the case of YouTube, this could include supporting
the issues raised above) shows a variety of programming, a child watching YouTube will see
them with access to the Partner Program and other resources, and promoting them on YouTube
‘more of the same’. If the video a child starts on matches stereotyped expectations of their
Kids and the homepage.
interests, subsequent videos are unlikely to challenge them. This situation persists within the
child-orientated ‘YouTube Kids’ platform. RECOMMENDATION: Further research into gender in online video platforms
is needed. Our analysis of a small sample of videos suggests a significant problem, but we
recommend that funders enable more detailed analysis of the issue and potential solutions.
RECOMMENDATION: Give parents more control over platform content.
YouTube and other online video platforms should offer an option for parents to play curated,
age-appropriate content to children that uses a more randomised basis to avoid displaying the Within the time and funding available for the Commission’s work, we were unable to explore
same themes and gendered expectations due to algorithmic playlists. the issues around gaming and childhood in depth. Even within the lower age bracket we have
focussed on, gaming and online gaming is increasingly one of children’s main activities. There

148 As identified from Socialblade, ‘Top 250 Youtubers Made-for-kids channels by video views’ https://socialblade.com/youtube/top/category/made-for-
146 Let Toys Be Toys (2019) Dear Toy Manufacturers… http://lettoysbetoys.org.uk/?s=just4asks+manufacturers kids/mostviewed. We looked at Cocomelon – nusery rhymes; Ryan’s World; Kids Diana Show; Vlad and Niki; Little Baby Bum; ChuChu TV Nursery
147 Ofcom (2020), Children and parents: media use and attitudes report 2019 Rhymes & Kids Songs; Toys and Colors; Pnkfong! Kids Songs and Stories; LooLoo Kids; and Disney.
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is a big gender difference, with 41% of 5-7 year old boys and 29% of 5-7 year old girls playing
games online, but this gap appears to be reducing over time – and there are increasing concerns
among parents about bullying on these platforms,149 and sexual harassment in research on
older gamers.150
Research on gender and videogames is limited, and in line with a sector which is fast drawing
in a younger audience, primarily focuses on older adolescents or adults,151 and often on gender
differences around the impact on aggression.152 A content analysis of female characters has
identified that in the past, in more ‘traditional’ videogames, they are often sexualised and
objectified, or secondary, although with a reduction in the former in recent years.153 There is
a need for further analysis to explore whether these findings apply to the games that younger
children play and those which are marketed to them (which may be different), and the extent
to which gender stereotyping is present in these games.
RECOMMENDATION: Further research is needed into the games younger
children play, the online worlds they inhabit, and how they are gendered.
Academics and research funders should commit to exploring the representation of women
and female characters in videogames as well as the user experience of online worlds.
70
Television
Analysis of UK children’s television in 2017, updating 2008 research, finds no increase in female
characters, with them making up only 36% of characters. Worldwide, the same analysis finds
that 42% of humans but a far lower proportion of animals, monsters, plants and robots are
female.154
Research focussed on television for 0-5s similarly finds that a third of television shows
perpetuated gender stereotypes, with male characters more likely to be ‘knowledge bearers’,
and women to be cleaners. Across shows from Octonauts to Paw Patrol, males are the more
powerful or important characters, while in shows such as Horrid Henry or Peter Rabbit,
they are the troublemakers; while female characters are often identified as such through
pinkification, high heels, or long eyelashes.155 Other studies have identified a lack of information
designed to help children learn about construction and literacy in viewing materials gendered
toward and therefore preferred by boys.156 Similar findings have been identified in the US.157
149 Ofcom (2020), Children and parents: media use and attitudes report 2019
150 Olatz Lopez-Fernandez et. al. (2019) ‘Female gaming, gaming addiction, and the role of women within gaming culture: A narrative literature review’
Frontiers in Psychiatry 10
151 Alexandra Henning et. al. (2009) ‘Do stereotypic images in video games affect attitudes and behaviour? Adolescents’ perspectives’ Children, Youth,
and Environments 19(1)
152 Craig Anderson and Brad Bushman (2001) ‘Effects of violent videogames on aggressive behaviour, aggressive cognition, aggressive affect, physiological
arousal and prosocial behaviour: A meta-analytic review of the scientific literature’ Psychological Science 12(5)
153 Teresa Lynch et. al. (2016) ‘Sexy, strong and secondary: A content analysis of female characters in video games across 31 years’ Journal of Communication
66(4)
154 Maya Gotz et. al. (2018), ‘Whose story is being told? Results of an analysis of children’s TV in 8 countries’ TelevIZIon 31/2018/E
155 Hopster, 2018
156 Francis (2010) Ibid
157 Abigail Walsh and Campbell Leaper, (2020) ‘A content analysis of gender representations in preschool children’s television’ Mass Communication and
Society 23(3)
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Recommendation: Use Government funding to drive change. Department for
Culture, Media and Sport funding to support home-grown children’s television should carry
with it a requirement for content creators to ensure gender balanced representation, and a
commitment to tackle stereotypes within the content.
Recommendation: Ofcom should audit gender and minority representation
in children’s TV. As part of its remit to ensure that broadcasters provide content that
appeals to diverse audiences, Ofcom should build on its Diversity and Equal Opportunities
in Television report and commit to conducting and publishing a regular audit of gender and
minority representation in children’s television, using the insight from this work to inform its
regulatory role.
What parents say: “There is still a long way to go”
“We mainly watch CBeebies which is good with challenging gender stereotypes in their own
programmes such as Let’s Play.”
“Disney films may have made a minimal change to allow Elsa and Moana to have no love
interest but there is still a long way to go to ensure positive representation of relationships
between genders.”
71
“Children begin policing each other’s gender roles based on what they see at home and on
TV. I would like TV shows for kids to be far more diverse and portray greater gender equity.”
“Children’s television programmes should not portray gender (or ethnicity) stereotypes. This
could be screened for, just as screening is carried out to ensure programmes don’t include
product placement of inappropriate language and behaviour for children. “
“The BBC should aim for 50:50 representation of female characters and presenters on their
children’s shows and ensure that these characters challenge existing stereotypes.”
Books
Who is represented, and how
Representation of female and minority groups in children’s books, and perpetuation of gender
stereotypes, remains an issue. A UK investigation of the top 100 children’s books, a mix of
old and new, has only 5 BAME characters in a central role, and just one black boy. A child is
1.6 times more likely to read a book with a male lead, and seven times more likely to read a
male villain. Among new titles, there were just 4% BAME leads and 7% had BAME characters
in 2018, up slightly from 2017.158 US studies have found that among bestselling picture books
in 2010 most measures of stereotypes had reduced, but were still prevalent.159
158 Donna Ferguson (2019) ‘Highly concerning: picture books bias worsens as female characters stay silent’ Guardian https://www.theguardian.com/
books/2019/jun/13/highly-concerning-picture-books-bias-worsens-as-female-characters-stay-silent; CLPE (2018) Reflecting Realities https://clpe.org.
uk/publications-and-bookpacks/reflecting-realities/reflecting-realities-survey-ethnic-representation
159 Kelly Crisp Paynter (2011) Gender stereotypes and representation of female characters in children’s picture books Doctoral disstertation presented to
Liberty University https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1500&context=doctoral
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As well as the number of characters, stereotyping of roles is prevalent. Research into children’s
literature in the UK has found that father characters are under-represented or ineffectual,
characters who are professors are overwhelmingly white men,160 and BAME characters to
be more likely to be in the background and women half as likely to speak.161 LGBT character
representation, although improving, remains marginal.
There is a considerable amount of evidence to show that when children in the age range we
are looking at read storybooks which challenge gender stereotypes, it can lead to positive
outcomes in the wider world. These range from increasing play with counter-stereotypical
toys, changing children’s perceptions of what activities and jobs are appropriate for women
and men, and widening children’s aspirations.162 Despite the rise in other forms of media,
books remain an important influence. 87% of 3-4 year olds and 88% of 5-7 year olds are read
to weekly, more regularly than any other type of activity for that age range, although occupying
less time overall in the average week.163
Our survey of education practitioners finds that they want to see change when it comes to the
literature that they use in schools and settings, with 76% supporting, and only 6% opposing,
the provision of funding for books and resources which show girls and boys as equal. This is of
greatest relevance to our recommendations on education, but demonstrates that practitioners
see the impact that books promoting a more gender equal world will have.
72 Our commission heard evidence from individuals in roles in the publishing industry. A clear
message we received was that those working in the sector want to make a change, and
would appreciate greater guidance on the detail of what that looks like. We also heard a clear
message on the need for greater, and more diverse representation of characters from minority
ethnic backgrounds in children’s literature – particularly in roles where their ethnicity is not
viewed as a separating or negative aspect of the character.
Marketing of books
Our high street audit did not find suggestions that gendered marketing was a significant issue
within bookshops. Among seven traditional book retailers, none used explicit or implicit
gendered signage. However, five of the book or magazine retailers our members explored
were non-traditional, e.g. supermarkets or other retailers with book and magazine sections.
Here, Tesco appeared to have gendered signage in two outlets, and separated out magazines
which might be stereotypically ascribed to boys or girls.
160 Caldwell, Elizabeth F. and Wilbraham, Susan (2018) Hairdressing in space: Depiction of gender in science books for children. Journal of Science and
Popular Culture.
161 CLPE (2019) Reflecting Realities 2019
162 Carla Abad and Shannon Pruden (2013), ‘Do storybooks really break children’s gender stereotypes?’ Frontiers in Psychology 24
163 Nielsen BookScan, 2018
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What parents say: “Inevitably characters are male unless they are
carrying out stereotypical female work”
“[My son] always had a range of books and I would try to include books where characters
were not obviously always male but I believe in self-directed reading, so onwards, his books
have typically had male heroes. I think marketing has a great deal to do with all of this -
there is no such thing as a ‘boy’ or ‘girl’ book.”
“I think that children’s books are heavily influential. They identify male and female role
models. Inevitably characters are male unless they are carrying out stereotypical female
work. Many books also clearly differentiate between stereotypical jobs of Mummy and
Daddy where in fact these roles can be carried out by either parent (cooking, cleaning, DIY
etc.). The same applied for emotional behaviours too (e.g. going to Mummy for comfort).”
“Publishers need to create a broader range of female characters, more representative of UK
society. More working women, less emphasis on women doing childcare.”
“There needs to be further support for new authors of children’s books who challenge
stereotypes…We need to create some new classics for children and big companies like
Amazon, Goodreads, Waterstones, Penguin, etc could do much to help with this.”
In a positive finding, none of the four book retailer websites we looked at had a filter or menu 73
drop-down for gender. However, searching for ‘books’ did bring up gendered search options
on Amazon. These included ‘books for boys’ and ‘books for 11 year old girls’. For the other
booksellers’ sites, searching on a gendered basis seemed to just throw up keyword searches.
Our conversations with individuals in the industry suggest that this may be partly driven by
poor practice in the use of metadata codes – the information shared by publishers with retailers
about the book – including using ‘for boys’ and ‘for girls’ tags, which are only designed to be
used in, for example, sex-specific puberty books, for wider purposes. A positive alternative
that we propose is for book metadata to include a ‘Challenges gender stereotypes’ tag, for
publishers to mark out where they have produced the types of literature that the research
clearly shows can have a positive impact.
RECOMMENDATION: Address the lack of diversity in children’s books and
television. Book publishers and television content creators should revise their editorial and
commissioning guidelines to ensure that gender and ethnicity balanced representation across
their output is the aim; and that content avoids stereotypical depictions on the basis of gender
and other characteristics. A very simple step they can take would be to flip the gender of non-
human characters, like robots or bears – without using stereotyped visual cues, like eyelashes
or a bow.
RECOMMENDATION: EDItEUR should work with Commission members to create and
share informal guidance on how to best use existing metadata and avoid unnecessary gender
segregation. They should also introduce a metadata tag to identify reading material which
actively challenges gender stereotypes.
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Clothes What we
What clothes say about our children say to girls
(and not
What is on the front of a t-shirt may seem trivial, but research literature shows that messages
in clothing send strong signals to us all, including children, about what topics and interests are to boys)
What we
deemed appropriate for them.164 Studies have explored how clothing marketed differently to
girls and to boys has different levels of ‘content’, with boys’ clothing often seeking to impart
say to boys
information about subjects such as dinosaurs, or science, while girls’ clothing did not include We tell them that for girls, it is all about
(and not
similar ‘educational’ content.165 how you look – you can Glitter on! to girls)
The issue of what our clothes say about us (or say to us) clearly comes through our review of (Matalan), or be Born to Sparkle
online marketing. We looked at the slogans used for girls’ and boys’ clothing, and found clear (Matalan) but it’s what’s on the outside
differences, as the infographic on the next page shows. The messages are clear – emotions and that counts. They can be creative,
passivity are for girls, while being active, controlling, even violent are for boys. and Love to dance (Matalan) and
romantic or naive, thinking Unicorns
Within our website audit, a number of vendors were marked in their use of this kind of will save the world (M&S).
language throughout the marketing on their website. Marks & Spencer and Next scored We tell them that boys are active - for
particularly poorly in this category. Both stores used stereotyped language as part of their boys, Adventure is out there (John
website design. Marks & Spencer’s boys’ T-shirt page reads ‘Make sure little ones are kitted For girls, it is all about Love Lewis), because they are the ones who
out for any adventure…They’ll love our playful prints featuring dinosaurs and jungle animals’. (Debenhams, John Lewis), and you can be Speedy (M&S) with Cool
74 The girls’ clothing page reads ‘Give weekend outfits a splash of colour with floral and rainbow- can be sure that your Best friends Moves (Next). 75
embellished T-shirts’. The Next boys’ t-shirt page is framed with ‘Adventure? Ready’, the girls’ stay together (M&S). We don’t say
page ‘Designed to delight’. these things to boys though. They can’t
be sparkly, expressive, or friendly.
What was notable from our review of online marketing, however, was that not all clothing Boys should be in charge – after all,
vendors are the same. Some offered many of the same choices under both girls’ and boys’ they are the ones we say can be Bold
drop-down menus. Adidas and Debenhams featured almost all the same products under both and Brave (George), the Hero
categories. And when we tell girls, through their (F&F) of the story. They don’t need to
clothes, that they have to be Happy listen to what other people say, or want
We want to see clothing companies commit to ending the use of slogans and marketing (Primark), or to Dream, shine, – they are Unstoppable (Primark).
approaches that trade on harmful gender stereotypes. Some slogans make use of words that smile (Primark), are we really telling
are not explicitly harmful, but become so if they are only used, consistently, for one gender. them not to complain, and to be pleased
Science and tech are for them – they
We call for companies to be more equal in their use of these, across their clothes regardless with their lot?
can go on a Space Mission (John
of the gender they are aimed at.
Lewis) or be a Gamer, with New
Level Skills (Debenhams). These are
What parent say: “No sexist slogans”
only for boys, though, remember. We
“The ability to buy colourful non gender specific baby clothes is limited. The images and don’t say these things to girls, who can’t
text on children’s clothing is also ridiculously gender segregated and biased: ‘Beautiful’ and be active, in charge, or into science.
‘Cute’ for girls, ‘Cool’ and ‘Adventurous’ for boys. Flowers and fashion models/accessories for
girls, vehicles and tools for boys.”
When boys’ clothes say Hear
“All clothes pre puberty should be gender neutral with all colours and styles presented me Roar (H&M), Roarsome
together for kids to choose from. No sexist slogans.” (Debenhams), or call me a Little
Monster (George) what are they really
saying – that boys have to be scary? Badly
164 Hajo Adam and Adam Galinsky, (2012) “Enclothed cognition”. Journal of Experimental Social Psychology. 48 (4) behaved? Powerful? Violent?
165 Becky Francis (2010) Ibid
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Recommendation: End the “princessification” of girls and “toxification” of
boys. There is nothing wrong with children wanting to be a ‘princess’ but everything wrong
with the limiting messages that girls should be dainty, passive, frivolous and concerned with
their looks; while boys get to be active and scientific but aren’t allowed to be vulnerable or
caring. This message is repeatedly reinforced to girls in particular. Clothing companies should
commit to ending gender-stereotyped slogans on their clothing, and to making slogans and
themes equally available across all children’s clothing lines.
Clothes for girls and boys – or clothes for children?
As well as the explicit messages clothing sends about how we view our children through
slogans and themes, we considered what impact the separation of clothes into ‘for boys’ and
‘for girls’ in the 0-7 age range has. This is separate of course to a discussion of teen and adult
clothing, where issues of fit are quite different.
Research on children’s clothing is unfortunately limited. Comment online however suggests
certain themes. Clothing designed for girls has been suggested to be costlier by Channelmum.
com.166 Clothing marketed at girls is described as being made of lower quality materials, and
in smaller sizes.167 This is despite the fact, stated by academics in fashion design, that designers
are likely to use the same dress forms when creating lines for boys and for girls,168 and that
76
that the Royal College of Paediatrics and Child Health has the 50th percentile of boys’ and girls’
height at 4 years old at the same measurement – 104cm.169
Our Commission heard from experts in the marketing of children’s clothing. They outlined
a disconnect in the sector between claims of greater gender equal marketing, and the reality
on the ground that often this did not feed through. We heard that retailers increasingly see
demand for a more neutral palette, but often that for younger children the options are still
seen as pink, blue, or neutral. We heard that among shops who are doing more on gender,
there can a distinction between a continued gender split on websites, and greater equality
in-store.
Children’s clothing stands out online too as needing significant work to address stereotyping.
Nine out of the ten stores we reviewed had separate menu options for girls’ and boys’ clothing.
Common themes were dinosaur and camouflage prints for boys and unicorns and love hearts
for girls. It was interesting to filter by colour palette – the number of pink items available for
girls was predictably much higher than for boys.
What parents think about clothing marketing
Our polling shows that parents are indeed more likely to prefer to buy clothes that are sold
as ‘for boys’ and ‘for girls’ than those which are advertised as for all children, although we did
find that there is still a substantial minority in favour of neutrality.
We found that 49% of parents prefer to buy clothes for young children which are advertised
by gender, while 28% prefer clothes which are advertised as being for any child and 22%
express no preference. Fathers are slightly more likely to prefer gendered clothing (53% vs
46% for mothers), but other differences were not notable. It is difficult of course to disentangle
this finding from a clothing market for children which so explicitly segregates its products by
gender, which is likely to influence what options parents see as appropriate for their children.
Taken together, this picture is of an underserved market for parents who want to have the
option to avoid gendered clothing. With gendered distinctions remaining most parents’
preference, there is still clearly a problem in that many parents are tied to a distinction which 77
separates and segregates children. And, on the evidence about lower quality and fit, those
parents who do buy clothing ‘for girls’ may be getting a lower quality product that holds back
their children from engaging in active play, and costs more.
What parents say: “Do girls not want to run around and climb trees?”
“It’s very hard to buy decent sandals for girls for playing in, they are all pretty with slippery
soles…So, do girls not want to run around and climb trees and do they just want to look
pretty? This is the message we allow them to see when we go shopping. Girls clothes are
not practical like boys.”

Segregated marketing
Our members’ audit of the high street found that explicit segregation among the 62 children’s
clothing retailers we explored was still the standard. 20 had explicit segregation on some and
23 had explicit segregation on all clothes displays. This was slightly more prevalent in non-
specialist retailers, such as supermarkets (13 out of 16 retailers), but also common in specialist
clothing retailers and department stores (36 out of 45). In a further 5 retailers gender was
implied through signage. In 49 stores, all or most of the products were grouped by gender
stereotyped product types.
“Boys wear trainers and trousers as uniform - allowing boys to play on all equipment in
appropriate clothes in all U.K. weather. My daughter can’t wear trainers or trousers so is
not in the most appropriate clothes for running, hanging upside down and gets cold legs on
the walk to school. All factors which discourage her from using the school playground in the
same way as her brother. On the weekend at the park playground in appropriate clothes,
my daughter fully enjoys the playground as much or if not more than her brother. “
“I never bought my daughter clothes based on her gender, only on what was practical or
what she liked. I found clothes & shoes made for girls are of an inferior quality - shoes would
be flimsy, coats would be thin, whereas boys shoes are sturdy and coats warm and padded.”

166 Channelmum.com, https://www.channelmum.com/a/the-gender-gap-what-is-it-when-does-it-start “Stop producing comfy clothing for boys and skimpy clothing for girls. Comfy clothes for
167 Katherine Clover, ‘5 unexpected gender differences in children’s clothing’, parent.com https://www.parent.com/5-unexpected-gender-differences-in-
childrens-clothing/
everyone and stop restricting girls to pink and purple.”
168 Sara Clemence, ‘The gender divide in preschoolers’ closets’ The New York Times, August 28 2018 https://www.nytimes.com/2018/08/28/well/family/
the-gender-divide-in-preschoolers-closets.html
169 Royal College of Paediatrics and Child Health (2009) Boys and Girls 0-4 Growth Charts https://www.rcpch.ac.uk/sites/default/files/Boys_0-4_years_
growth_chart.pdf and https://www.rcpch.ac.uk/sites/default/files/Girls_0-4_years_growth_chart.pdf
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Recommendation: Clothing retailers should meet the significant demand for greater
diversity and less segregation by offering non-gender specific ranges for young children, and a
wider range of products under boys’ and girls’ tags or rails on websites and in stores.
Recommendation: Clothing retailers should review whether, on fit and quality, their
clothing offers equal opportunities for active play to all children or whether it holds girls back.
Cards and stationery
Literature on gender and greetings cards is limited to papers dating back at least 20 years–
this is not a subject that has recently been explored in depth. Back then, greetings cards were
found to actively separate girls and boys, and highlight differences.170 In a US study, birth
greeting cards were found to show gender differences in each aspect explored, from message
style, to quality, to the number of words used.171
Marketing cards and stationery
Cards and stationery are designed to send a message, and the clear message from our audit
of both high street and online marketing is that for the significant majority of retailers, gender
stereotypes are a constant theme of their products. Signage in shops and online is very often
78 explicitly split by gender, and where it is not, the products themselves are. Given our findings
that parents want to see fewer gendered divisions in other sectors, this suggests there is a real
need for change.
Our audit of 22 high street card or stationery vendors found that seven used explicit gender
segregation on some of their displays relating to children in our age range. 14 – about two
thirds – used implicit segregation, such as pink and blue colours or pictures on signage. Every
shop grouped cards or stationery together into those stereotypically marketed to girls or
to boys, split evenly between those who marketed ‘some or a few’ and ‘all or most’ of their
products in this way. It can therefore be hard to find greetings cards for a child’s most special
moments that doesn’t make their gender an important issue.
Nine out of eleven of those with ‘own brand’ products had gender explicitly referenced on the
products themselves, while ten out of eleven had gendered packaging, for example through
colours or depictions. Twelve out of fifteen reported explicit references to gender in their
non-own brand products.
170 Ben Ortega (1994) ‘Greeting cards and gender messages’ Women and Language 17(1)
171 Lynda Willer (2001) ‘Warning: Welcome to the world baby, gender message enclosed. An analysis of gender messages in birth congratulation cards.’
Women and language, 24(1)
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What our auditors said: “Boys are great, girls are meant to be nice”
“The majority of cards are definitely aimed one or another gender. Girls cards are pink,
glittery and use words like lovely. Boys cards are predominantly blue with rockets and
animals”
“There were two cards next to each other for 6 year olds ‘beautiful daughter’ and ‘brilliant
son’”
“Two cards for four-year-olds, one is green, with a football, and says “greatest four-year-old
ever”; a pink and purple version has an ice cream, and says “nicest four-year-old ever”. This
to me implies that boys are great, and girls are meant to be nice.”
We also looked at five online greetings cards retailers, all of which had explicit menu drop-
downs or filters for gender. Moon Pig and Funky Pigeon both used images of children to
advertise cards: boys tended to be pictured with football and dinosaur cards, and girls with
Disney princess cards.
Comparing birthday cards marketed for boys and girls, we saw stereotypical colours, themes
and language on all five of the sites but less so on Scribbler, which advertised many of the same
cards to both boys and girls.
79
RECOMMENDATION: Almost all of the mainstream vendors we looked at sell greetings
cards which are segregated by gender and which rely on gender stereotypes. Card retailers
should remove the labels, allowing the creation or sale of more options that are suitable for
all genders.
What parents say: “It would be good to have a range of options”
“Yesterday I wanted to buy a simple card to congratulate a friend on having a healthy
baby, yet there were no options that didn’t impose sexist stereotypes - my only options
were saccharine pink or boisterous blue. Lurking under the surface of this pink/ blue divide
are sexist assumptions about appropriate attitudes and behaviours for boys and girls. This
creates a psychological straight-jacket whereby girls grow up to value themselves on the
basis of their attractiveness to men and boys learn that expressing any emotion aside from
anger is a form of weakness.”
“My daughters both received stereotypical pink coloured ‘its a girl’ cards and clothing as
gifts welcoming their arrival; only a few friends and family sent non pink items and cards…
In part this was probably due to the limited card choice on offer in the shops.”
“It would be good to have a range of options when buying products that do not need to be
gendered, so that there is more than a binary choice. I would like to be able to buy cards
for new babies that are not blue or pink.”
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What parents think about gender and stereotypes

PARENTING
Children are influenced by what goes on in their home and close community. This includes
mothers, fathers, other primary caregivers, grandparents, siblings, cousins, neighbours and
many others. Parents, carers - or other adults in a household - are normally key influences
at an early age, and we explore how later in this chapter. Our Commission also heard that
grandparents are another strong influence for young children. While we heard evidence from
grandparents who are eager to tackle stereotypes, they can also present a challenge for parents.
We do, though focus primarily on parents, given this is where much of the literature sits.
Importantly, this is not just an issue for mothers, who we know face considerable pressures
and are too often expected to be the primary carer. The choices fathers make are really equally
important, and they too must be supported or supportively challenged. Fathers’ role in raising
children has changed substantially, with their time spent looking after children increasing each
decade,172 and expectations of them altering. Much of the available research focusses on parents,
80 in particular two-parent heterosexual couples, but this is not the whole story. We acknowledge
and celebrate the multiple forms families take, and we include research relating to single parents,
blended families or LGBT parents where we can. Similarly, some of the academic research from
the UK or comparable nations focusses on parents in white, middle-class households.
Across the board, parents agree that people treat boys and girls differently at an early age
because of gender, and that it has negative consequences. 74% of parents agree that people
treat girls and boys in different ways from an early age because of gender, and 60% agree
this has negative consequences (while only 19% disagree). Mothers are more likely to agree
(64% compared to 53% for fathers), but we didn’t find differences by region or age of parents
– or by different religions, although among those for whom religion is important to their
lives, agreement on negative consequences was higher (65%). Agreement with both increases
somewhat with qualification levels, and LGBT parents are more likely to agree that there are
negative consequences (70%).
Mothers are more likely to agree on the specific consequences of stereotyping. Both mothers
and fathers agreed that gender stereotyping when children are young affects their ability to talk
about emotions, but agreement was higher for mothers (70% compared with 60% for fathers).
There was a majority in agreement across all demographics, with an age and qualification
gradient. The same applied for agreement that stereotypes limit girls’ career options, with 58%
of mothers and 50% of fathers agreeing.
Figure 9: Mothers’ and Fathers’ views of harms caused by gender stereotyping - % agree
75 81
71 70
64
60 58
53 50
%

We recognise that all of those who look after children have a role to play in making things
better for future generations. It is not right to point fingers or blame parents or caregivers for
the problem of gender stereotyping, as we are all products of the culture and society we live From an early age, people … Which has negative … Which affects how … Which limits the jobs
treat girls and boys in consequences able boys are to talk girls feel able to do when
in. Making a difference will require parents to be open to exploring and understanding their different ways because of about their emotions they are older
own views on gender, and being open to challenging themselves – although it is clear from our their gender when they are older

survey that many parents are already engaged in this work. Mothers Fathers

We are under no illusions that things will change quickly across society – but the aim of this N: 1,030 parents

report is to start a conversation, and to point to the changes that will see marginal gains over
time. The evidence we have been presented with is clear that this will best be achieved through
providing parents with an idea of the kinds of changes and approaches they can use, conveyed
through consistent and approachable messaging, rather than one-off interventions.173
The changes that parents can make are also closely tied in with the changes that need to be
made in other sectors. Parents are influenced by commercial pressures, just as their children
are, so it is unsurprising that our survey shows they want to see companies change – but
equally, there is a role for them to play as conscientious consumers on behalf of their children.
Parents tell us that they look to their children’s schools and settings for advice on gender
stereotypes, and they also have a role to play in urging educators to pick up the baton at the
school gates when it comes to challenging limitations.
172 Adrienne Burgess and Jeremy Davies (2017) Cash or Carry: Fathers combining work and care in the UK Fatherhood Institute http://www.
fatherhoodinstitute.org/wp-content/uploads/2017/12/Cash-and-carry-Full-Report-PDF.pdf
173 Sekhon et al (2017)
We also asked about race or ethnicity being the basis of different treatment and negative
consequences. People were slightly less in agreement, but not by much. 63% of all parents
agree, and 12% disagree, that children are treated differently on the basis of race from an
early age, with BAME parents slightly more likely to agree (66% vs 61% for parents of white
children). On negative consequences, 67% of parents (and 67% of BAME parents) agree, and
mothers were more likely to agree than fathers (71% vs 60%). Research shows that parents in
some BAME communities take action early to discuss the challenges this inequality brings, with
British Pakistani families having conversations prepare their children to experience bias, while
white and British Indian families are more likely to use “egalitarian” messages emphasising the
importance of individual qualities as opposed to membership of their ethnic group.174
174 Iqbal, H, (2013), ‘Ethnic-Racial Socialisation in the UK: The Use of Egalitarianism Parenting in Explaining Meanings of Race and Ethnicity in Non-
Immigrant White and British South Asian Families’, Global Perspectives on Well-Being in Immigrant Families pp135-150; Iqbal H. (2014), ‘Multicultural
parenting: Preparation for bias socialisation in British South Asian and White families in the UK’, International Journal of Intercultural Relations, 43:B,
pp215-226
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Parents, particularly parents of boys, are worried about bullying due to gender non-conformity.
Asked if they would worry about bullying if their child behaved differently to what is seen as
‘normal’ for their gender, 61% agreed in relation to their youngest son175 compared to 47% in
relation to their youngest daughter. Mothers and fathers didn’t differ overall, although BAME
parents were somewhat more likely to be concerned about bullying, with 58% of BAME
parents worried in relation to their daughters, and 65% in relation to sons.
This fear seems to be greatest when children are born, slightly falling and then rising as they
go to school. It is greater among BAME parents, and those for whom religion is important.
This was clearly reflected in our qualitative work, with one mother in our interview module
reporting how the stepfather in the house was concerned that going ‘against the grain’ with boys
playing with dolls could result in bullying at school. This intersects with homophobia, with one
mother reporting how family accused her of “trying to make [her child] gay by letting him do
ballet.”
What parents say: “I feared what would happen”
“I think for me, the hardest challenge to overcome is the relentlessness and pervasiveness
of the messages about what it means to be a boy or a girl, but also, I really don’t want
to make my point so strongly that my boys feel socially isolated. I am worried that if I am
82 the only parent who encourages them to play with dolls/wear pink etc that when they get
a little older this will make them feel isolated and left out. Ultimately I think it is a really
hard balance to strike of encouraging your children to be anything they want to be but also
ensuring that they fit in well enough to feel happy and accepted in the society that they live
in (whether I agree with that society or not!)”
“It is really hard to cope with the expectations of others. I found this really difficult. My
son has never been into “boys” things. He never liked Thomas the Tank Engine or Bob
the Builder but instead played with dolls and loves sparkly, shiny things and dressing up
(in “girls” clothes). This was OK in our house where it was accepted but difficult with
other family members and school friends who called him “weird” or “gay”. This still goes
on today (he is now at secondary school). We recently bought him a PE bag (mostly navy
but with pink stripes). His dad bought it for him because he knew he would like it (and
he did). But I was reluctant because I feared what would happen when he brought it to
school. And sure enough he got called “gay” for having a bag with pink on it. “Parents are
split on whether they agree that their own children have been treated differently because of
their gender or race; and they see it in their wider family about as much as overall. 41% of
parents agree and 30% disagree that their children have been treated differently to a child
of the opposite sex. Fathers are more likely to agree (45% compared to 38% for mothers)
and less likely to disagree (25% compared to 33%). Similar proportions said their wider
family treated their child differently – more than education settings, but less than in relation
to companies who sell to their children. More parents believe their BAME sons have been
treated negatively due to assumptions about their race than daughters, and more fathers
than mothers believe their BAME children have been affected.
175 We asked parents to focus on their youngest child, and to tell us that child’s gender, in order to avoid confusion in the answers for parents with
multiple children.
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How parents have an influence
Fathers and mothers, and other caregivers, have an influence on how their children receive
information about behaviour or roles that are deemed acceptable for boys and girls, or for
women and men, in a number of ways. Those messages can either challenge or, more commonly,
perpetuate gender stereotypes – and when they do the latter, they have a key role in some of the
negative outcomes for children that we explored in our first chapter. We detail some of the ways
in which parents can transmit stereotypes, and the harms that they do, in this section, and then
set out a set of suggestions for parents who want to challenge stereotypes.
Opportunities
Firstly, parents have an impact through the opportunities that they give to their children. An
overview of 172 studies found that the consistent significant difference in how boys and girls
were raised (as opposed to what influences their own gender-stereotyped views or actions)
was the encouragement of gender stereotyped activities, such as asking girls to do domestic
chores more than boys, or encouraging children to play with stereotypical toys.176
That can mean opportunities for children’s imagination as well as in the real world. Studies
have found that parents are more likely to tell their sons stories with themes of autonomy than
their daughters,177 setting girls up to think of themselves as more passive. Offering our children
opportunities which go outside the stereotyped expectation, from toy play and hobbies, to 83
household chores, to the stories we tell, is a key way that parents can have a positive impact.
The environment parents create for their children – through toys, stories, clothes, and media
– is one such opportunity, which we explore in more depth in the ‘Commercial’ section of
this report. The toys, clothes, books and other products we buy for our children represent
opportunities for play and imagination, which we restrict if we stick to gender stereotyped
products.178 Our qualitative research suggests some of the complexities in this issue. One
mother in our interview module reflected that she was concerned that she sometimes went
‘too much the other way’ in objecting to her daughter doing traditionally feminine activities –
this highlights the risk that sometimes ‘challenging gender stereotypes’ can mean undervaluing
what are seen as traditionally feminine activities or characteristics.
Expectations
Parents also have an influence by setting different expectations of what children can achieve.
Research shows that mothers’ and fathers’ gender-stereotyped beliefs about their children’s
ability have a strong relationship, over time, with their engagement with sports, driving down
girls’ participation and ability.179 These expectations arise as early as 11 months, at which point
mothers have been shown to overestimate boys’ crawling ability and underestimate girls’.180
These expectations can also mean parents encourage different kinds of behaviour from girls
176 Hugh Lytton and David Romney (1991), ‘Parents’ differential socialization of boys and girls: A meta-analysis’ Psychological Bulletin 109(2), 267-296
177 Fiese, B. & Skillman, G. (2000) ‘Gender differences in family stories,’ Sex Roles, 43(5-6), pp. 267-83.
178 MacPhee, D. & Prendergast, S. (2018). ‘Room for Improvement: Girls’ and Boys’ Home Environments are Still Gendered,’ Sex Roles, pp1-15;
179 Jacquelynne Eccles and Jennifer Fredericks (2005), ‘Family Socialization, Gender, and Sport Motivation and Involvement’ Journal of Sport and Exercise
Psychology 27(1)
180 Mondschein, E., Adolph, K., Tamis-LeMonda, C. (2000), ‘Gender bias in mothers’ expectations about infant crawling’, Journal of Experimental Child
Psychology, 77:4, pp 304-316
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and boys, or punish them for playing with toys associated with the ‘wrong’ gender (like military Construction was seen as a possibility for 22% of sons, but only 3% of daughters, and parents
toys for girls),181 or that mothers, based on stereotypes about who needs more emotional are much more likely to picture girls as teachers (26% compared to 14% for boys), working
support, offer more supportive speech to their daughters than sons.182 These differences form in nursing or care work (22% compared to 8%), or childcare (11% compared to 3% for sons).
real limitations on children.
What parents say: “Gender compounds this”
Our survey data suggests that parents’ overall ambitions and expectations for their children
aren’t clearly stereotyped, which is a positive finding. Overall, parents were equally as likely to “My daughter has a growth restriction and she is endlessly told how sweet, gentle and
hope that boys would be nice as girls (both at 60% of parents). They appear to run counter fragile she is. I find this infuriating as I don’t want her size to limit her opportunities and I
to stereotyped expectations in what they hope for their daughters – 55% hoped girls would feel her gender compounds this.”
be strong and determined, compared to 45% for boys, and mothers of daughters in particular
are more likely to hope they have a successful career (37% compared to 26% for mothers
in relation to their sons). This kind of different expectation may point to an explanation for Gender reveal parties are an extreme example of the means by which these early expectations
diverging rates of university entrance for women and men. can set in. Common in the USA, the extent to which they occur in the UK is not clear, but
data from retailers suggests they are becoming increasingly popular.183 These parties publicly
But when it comes to jobs, some different expectations do become clear. 36% of parents foreground children’s sex, and often trade on stereotypes, such as those associated with
could picture their sons working in STEM roles, compared to 26% of girls. Similarly, 31% could serious ‘blue for boys’ and pretty ‘pink for girls’.
see their sons in IT, compared with 23% for daughters, with the disparity slightly bigger among
mothers. Gender differences on these career types were somewhat lower among BAME Beliefs and language
parents, among whom 41% could picture their sons in STEM careers compared to 36% for
their daughters. Thirdly, parents and caregivers can have an influence through transmitting their own beliefs,
conscious and unconscious, about the extent to which gender determines what we should do
84 Figure 10: Thinking about your youngest child, which of the following types of work can and how we should behave. Mothers’ and fathers’ gender-role attitudes are important predictors 85
you most picture them doing when they are grown up? All parents of their children’s over the ages 4 to 13, whether those are traditional or progressive184 – that
means that for parents who don’t explore their own stereotyped views, their children are
36 more likely to grow up with those restrictions in place. As well as affecting children’s views,
parents’ beliefs can influence children’s decisions – for example, studies have found that over
32
31 the long term, mothers’ traditional attitudes predict whether their sons will pursue gender-
stereotyped careers.185
26 26 26
Fourthly, through the language parents and caregivers use, as explored in the section above on
22 22
21 ‘How gender stereotypes work’. By talking about children rather than ‘boys and girls’, and using
% 19 19
specific examples – “those boys are good at sports” not “boys are good at sports” – where
16
14
15 we do need to differentiate, can help avoid children fixing in their minds differences based on
11
gender which are actually unimportant.
8
7
6 Role modelling and fatherhood
3 3
Finally, parents and caregivers can influence whether their children are limited by gender
Science or A white- IT or Teaching The arts Nursing or Construction Childcare Catering or Don’t know stereotypes through their own role modelling. Often this is measured in terms of fathers’
engineering collar computing care work hospitality
profession contributions to household tasks186 and time spent caring for their children,187 or whether
or how much mothers work. This role modelling also impacts on children’s outcomes: when
Sons Daughters
fathers challenge stereotyped expectations in their own behaviour, their children internalise

N: 1,030 parents 183 https://www.bbc.co.uk/news/world-us-canada-50207452

181 Langlois and Downs (1980), ‘Mothers, fathers and peers as socialization agents of sex-typed play behaviours in young children’ Child Development
51(4)
182 Leaper, Anderson, and Sanders (1998). ‘Moderators of gender effects on parents’ talk to their children: A meta-analysis’ Developmental Psychology
34(3)
184 Anneka Dawson, Alison Pike, and Lauren Bird, (2016) ‘Associations between parental gendered attitudes and behaviours and children’s gender
development across middle childhood’ European Journal of Development Psychology 13(4) 452-471
185 Katie Lawson, Ann Crouter, and Susan McHale (2015) ‘Links between family gender socialization experiences in childhood and gendered occupational
attainment in young adulthood’ Journal of Vocational Behaviour 90, 26-35
186 Dawson, Pike, and Bird (2016), ibid.
187 Lawson, Crouter and McHale (2015), ibid

BAME practitioners White practitioners

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this behaviour. In particular, daughters whose fathers spend more time with them are less likely
to take up stereotyped careers.188
Unpaid work was unevenly shared before the pandemic, with the majority done by women.
During lockdown the disparity appears to have widened, at the same time as the actual time
spent doing unpaid childcare by men has significantly increased. Although fathers have been
doing much more caring than they did in the past, mothers are doing even more.189
The ways in which parents behave which can model these stereotypes vary with other
identities. Research has found that sharing of household work is not equal across ethnic
groups, for example, with Black Caribbean men (contrary to stereotypes) the most likely
to share the load.190 Some research suggests that children of LGBT parents are more likely
to adopt less gender-stereotyped play behaviour, potentially due to role modelling effects,191
although findings are not conclusive.192
What parents say: “Children learn from what they see”
“I would like to see shared parental leave offered in a way that doesn’t require families to
make a financial sacrifice, so it can truly be a choice for parents about how childcare is
provided.”
86 “Men should be supported and encouraged to take on their fair share of domestic chores
and responsibility. Only when there is equality in the home will there be equality in work
and women can be supported to stay in work and not have the double burden of all the
family responsibilities in addition to work.”
“Address the gender pay gap, and address the fact that women often give up work after
having kids because childcare is too expensive. Children learn from what they see. A society
with men and women on equal footing in the workplace will teach them as much about
equality as making sure girls have a choice other than pink.”
Our survey data shows that parents strongly agree with a key change that could affect the
role models that children see in their early years. Multiple studies show that fathers having a
greater role in the early years has a significant impact on involvement in later years.193 We find
widespread agreement that fathers should be given “longer, better-paid time off when a child
is born, if they want it”, with 69% of fathers and 76% of mothers agreeing, and only 9% and 4%
disagreeing. This view is highest among parents with level 3 qualifications (83%), and mid-level
household incomes (78%), and equal between leave and remain voters. Alongside widening
access to flexible working for all parents, this change is also key to wider equality aims, such
188 Ibid
189 Fawcett Society (2020) The Coronavirus Crossroads
190 Man-Yess Kan and Heather Laurie (2016) ‘Gender, ethnicity and household labour in married and cohabiting couples in the UK’ Institute for Social and
Economic Research Working Paper No. 2016-01
191 Abbie Goldberg, Deborah Kashy and JuliAnna Smith (2012) ‘Gender-typed play behaviour in early childhood: Adopted children with lesbian, gay and
heterosexual parents’ Sex Roles 67, 503-515
192 Rachel Farr et. al. (2018) ‘Children’s gender-typed behaviour from early to middle childhood in adoptive families with lesbian, gay and heterosexual
parents’ Sex Roles 78, 528-541
193 Anna-Lena Almqvist and Ann-Zofie Duvander, (2014) “Changes in Gender Equality? Swedish Fathers’ Parental Leave, Division of Childcare and
Housework,” Journal of Family Studies 20, no. 1 (April 17, 2014): 19–27, doi:10.5172/jfs.2014.20.1.19.; Sakiko Tanaka and Jane Waldfogel, (2007)
“Effects of Parental Leave and Work Hours on Fathers’ Involvement with Their Babies: Evidence from the Milennium Cohort Study,” Community,
Work & Family 10, no. 4 (November 2007): 409–26, doi:10.1080/13668800701575069
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as closing the gender pay gap, that would help to reduce the gender inequalities that surround
children as they grow up.
RECOMMENDATION: Government should equalise parental leave and
create a longer, better paid period of non-transferable leave reserved for dads
and ‘second’ carers. To support the increase in childcare done by fathers to take root,
the Business, Energy, and Industrial Strategy Department should reform policy to equalise
parenting between men and women. This must include reform to parental leave so that
fathers and second carers have more, better paid time off with babies and young children;
and actions to enable fathers’ increased involvement in childhood. There are numerous policy
reasons to make this change: challenging gender stereotypes for young children adds another
important one.
RECOMMENDATION: Employers should strive to create dad-friendly workplaces.
Workplace cultures and policies are hugely influential in stopping fathers from taking up the
leave available under the current Shared Parental Leave government policy.194 Employers
should take up the actions outlined in the ‘Fathers at Work’ toolkit produced by academics at
the University of Birmingham.195
87
Stereotypes and history
Much of this evidence looks at how parents have an influence early on. However, there is
an important lesson to draw from research on how parents in the US talk to their (slightly
older) children about race. It suggests that having active conversations about race and racism,
rather than avoiding it, is key to reducing bias – the opposite of a ‘colourblind’ approach.196
This is a key finding in terms of the intersectionality of stereotypes, and we can also learn by
applying this lesson to gender. As children reach the top of the age bracket (age 7), and begin
to become more flexible in their thoughts on gender,197 meaningful conversations about the
existence and history of gender inequality are a better approach than skating over the issue.
For example, a child might notice that their schoolbooks contain fewer examples of famous
women scientists than men – parents could discuss with them how women have been held
back from those roles in the past, or how their contributions have been downplayed, to
ensure they don’t take this as evidence that women are not good at science.
Our surveys find that parents mostly say they are confident having a conversation with their
children about stereotypes. 69% of parents say they are confident having these conversations,
which is a good base of enthusiasm to work from – yet based on the proportion who want
advice, this suggests they want support to have more informed discussions. This is supported
by our interview module, with some parents who were proud of their efforts to role-model
equality nonetheless worried about falling into stereotyped ways. Fathers are somewhat less
confident overall, but specifically when it comes to conversations with their daughters.
194 Holly Birkett and Sarah Forbes (2019) ‘Where’s dad? Exploring the low take-up of inclusive parenting policies in the UK’ Policy Studies 40 (2)
195 University of Birmingham, Fathers in the Workplace Toolkit https://more.bham.ac.uk/fathersintheworkplace/
196 Aboud F., and Doyle, A., (1996), ‘Does talk of race foster prejudice or tolerance in children?’, Canadian Journal of Behavioural Science, 28(3), pp161-170
197 Campbell Leaper, Gender Development During Childhood in Philip David Zelazo ed. (2013) The Oxford Handbook of Developmental Psychology, Vol 2: Self
and Other Oxford: Oxford University Press
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Top tips for parents

Based on the evidence about how parents have an impact, and on parents’ own views on the
issue, we suggest the following as the kind of things that parents can think about doing in order
to help their children avoid the limitations that gender stereotypes impose. These are a guide,
not a set of rules – we know that parents are too often overloaded by information, and made
to feel fearful and guilty over not getting things right.

1. R
 ole model equality whenever it’s possible for you to do so. If new parents
can afford to do so, sharing parental leave is a great start. But you can also think more
widely about the messages you and your partner, if you have one, send about men’s
and women’s roles. Examples could be a mother making sure her children understand
her professional role at work or taking on DIY jobs; or a father sharing housework
more equally, or being responsible for buying gifts for your child’s friends.198 It makes a
difference to how children see the world.

2. E
 ncourage your children to participate in a range of activities, including
those that run counter to gender stereotypes. When they are younger that
6. D
 on’t highlight gender in the way you talk when it’s not relevant. Where
will mostly mean the toys you give or encourage them to play with, and as they get
possible, try to use non-gendered language when talking to children – for example, say
older the hobbies and sports they are encouraged to do or play. It’s not about forcing
“Those children love video games”, which doesn’t bring gender into it at all. If using
88 anyone to like things they don’t enjoy, but about actively reassuring children that they
gendered language is really necessary, be clear you are referring to specific people, not 89
can choose freely, especially if stereotypes in wider society send the opposite message.
boys and girls in general: “Those boys love videogames”, not “boys love videogames”.
3. T
 ry to be a conscientious consumer. Think about the message that you send to These simple changes are shown to be effective at helping children to think about each
your child based on the toys, clothes, books, and videos you provide them with. Try other as individuals, rather than as stereotypes.
taking a look at their toybox and think – are there some kinds of play that are missing,
7. B
 e willing to question assumptions your children make about gender.
whether that is toys like dolls which promote caring, or blocks which promote early
Because children soak up the stereotypes around them, they will say stereotyped
maths skills. Consider what different slogans on their clothes – from ‘Daddy’s little
things to you, partly to test whether you confirm that they’re true. So you could try
monster’ for boys to ‘Princess’ slogans for girls – say about your expectations for them,
asking them to explain why they think a particular thing is “for girls” or “for boys”,
and see if fun options are available that either challenge or avoid those messages.
or, for example, why a firefighter has to be a “he”, and use examples you know of to
4. O
 ffer your children a wide range of worldviews. Try to look for books and challenge the view they have formed. As children get older, you could begin to have
TV shows or videos where female and male characters, and characters with other developmentally-appropriate conversations about how traditional gender roles are
identities, are equally represented, so that your child doesn’t primarily see the “default part of our history, but don’t need to be part of our future.
male” depicted. Try counting the number of male and female characters in the books
8. 
Think about your friends and wider family. How will you respond if issues
you read with them – if characters, and lead characters, aren’t equally present, can you
around stereotyped expectations come up? Often these discussions can feel difficult,
find books where they are? Look out for TV shows where there is only one female
so it’s worth preparing and practicing in advance what you might say so you don’t feel
character, or where she takes a backseat, and either avoid them, or have a conversation
caught out. Think about how you might challenge them if it was a different issue, for
with your child about whether this is fair.
example healthy eating, in order to make incremental gains. You might say that gender
5. P
 raise all children equally. That means supporting children when they behave in stereotypes are not necessarily helpful to children in the 21st Century.
ways which are often stereotyped being unsuitable for them. For example, praise boys
9. P
 ick your moments to make a difference. Be kind to yourself and others around
when they express their emotions in healthy ways, or when they care for their dolls or
you. It’s hard work challenging gender stereotypes if we do it all the time, because they
teddies; and support and enable girls to take (sensible) risks, which they are too often
are everywhere. But you can make a difference and change attitudes by challenging
steered away from. Praise girls and boys equally for their appearance, so that boys
assumptions and norms. Sometimes it can be as simple as presenting a different view
understand that they can be beautiful too, and girls understand that it’s not the most
– saying, “I don’t think there’s such a thing as boys’ toys”, for example – and letting the
important thing about them.
conversation move on.
198 Lucie Parker (2020) His and Hers: Opening up the household budget Fawcett Society
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There is a world of resources out there to support parents who want to think more about
how they can lift the limitations of gender on their children, some listed in the appendices of
this report – read and explore them.
What parents say: “I am making an effort not to use the default male”
“Both myself and my husband work and share childcare. That we both do childcare and
housework will hopefully show equality and teamwork in our relationship. I am the higher
wage earner and as a technology teacher, who worked in IT and studied architecture,
hopefully this shows my children that women are not limited in career choices.”
“I notice gendered language everywhere. While I try to avoid it myself, I am sure the
tendency to assume male gender for animals, toys, the ‘green man’, and so on, has an
impact on how children’s thinking develop. I am making an effort not to use the default
male myself.”
“We talk a lot about gender and gender roles and how society’s understanding of these
have developed over time. We have lots of ‘feminist’ children’s books which have been great
for getting conversations started. We analyse the gender split in TV programmes and films
and they now initiate these conversations. For instance, they’ve always loved the Toy Story
films but we’ve been very conscious about the lack of female representation in films 1-3.
90 But when we went to see Toy Story 4 our eldest was ecstatic about how amazing Bo Peep
is and loves the fact that she saves the day and is the one leading the toys.”
Supporting parents to challenge gender stereotypes
Becoming a parent, especially for the first time, is a life-changing moment, and research from
the US suggests that for first-time parents it is a key moment for some parents’ views on
gender stereotypes to solidify.199 An early influence on mothers and fathers as they begin to
think about the way they parent is the health professionals in the UK who are a feature of
their child’s first years. There is little research on how midwives or health visitors interact with
childhood gender stereotypes, beyond addressing how they can better work with fathers.200
The role has a co-ordinating body, the Institute for Health Visiting,201 and challenging gender
stereotyping does not appear to be a focus of their work.
There is little literature either on the degree to which ante-natal classes promote or challenge
gender stereotypes in their content, although there is a substantial body of evidence around
fathers’ often negative experiences in the ante-natal environment.202 We heard evidence from
our commissioners at Future Men that ante-natal classes focussed on fathering were under-
funded, despite mothers wanting their partners to be better supported.
Our evidence does not suggest these spaces as a particular risk for perpetuating gender
stereotypes, but clearly they are a route by which positive change could be made. The ante-
199 Katze-Wise, Priess, and Hyde, (2010) ‘Gender-Role Attitudes and Behavior Across the Transition to Parenthood’ Developmental Psychology 46:1
200 Heatha Humphries and Mary Nolan (2015), ‘Evaluation of a brief intervention to assist health visitors and community practitioners to engage with
fathers as part of the healthy child initiative’ Primary Care Health Research and Development 16(4)
201 https://ihv.org.uk
202 Adrienne Burgess and Rebecca Goldman (2018) Who’s the Bloke in the Room? Fathers during pregnancy and at the birth in the UK Fatherhood Institute
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natal period – the calm before the storm – represents an opportunity for first-time parents
particularly to encourage reflection and positive practice in relation to gender stereotypes.
In addition to – or sometimes instead of – traditional ante-natal support, many new parents
rely on websites and smartphone apps for information relating to their new baby. Studies
suggest that 59% of new mothers use such apps. Baby Buddy, one such app, has built a large
user base with support from NHS trusts, and appears to particularly be used by mothers
with smaller social support networks.203 As such it, and websites and apps like it, represent an
important way to reach parents who may not access other forms of parenting support.
RECOMMENDATION: Embed an understanding of gender stereotypes in
antenatal and health visiting practice. The DHSC should issue guidance to support
NHS midwives who deliver antenatal classes, and health visitors, to enable their practice to
challenges gender stereotypes. Where possible, they should make space for parent-centred
discussions about this issue. Material on the benefits of challenging gender stereotypes should
be shared with new parents at pregnancy appointments. Classes aimed at fathers and non-
birth giving partners should be better funded.
RECOMMENDATION: Organisations running ante-natal classes should share information
with their trainers on some of the ways that gender stereotyping can happen, both for their
trainers’ practice and where relevant to the parenting advice that they give. 91
RECOMMENDATION: Use technology to challenge gender stereotypes.
Producers of content for advice apps and websites used by parents should review their content
to reduce limiting gender stereotypes, and consider how they can use their platforms to share
positive messages about removing those limitations on children. Platforms with widespread
use, like the Baby Buddy app or Mumsnet, present some of the biggest opportunities to start
a conversation with parents.
Our data shows that parents are open to advice from schools about how to ensure that
gender stereotypes do not affect their future. 56% of parents overall, and 61% of BAME
parents, agree that they want advice, compared with just 14% overall who disagree.
Agreement is greater among mothers, and in relation to boys, where six in ten (58%)
agree. Both fathers and mothers are most eager for support in relation to boys, though
agreement is high for all combinations of parent and child. Agreement with this change
is fairly consistent across political views, region and income.
RECOMMENDATION: Government should equip education professionals
with the resources to challenge gender stereotypes and enable them to support
parents to do so. The Department for Education should support the creation of materials
for practitioners to use to reflect on how their practice with parents, as part of an active
Relationships, Health and Sex Education curriculum at key stage 1 and parent partnership at
the Early Years Foundation Stage, can challenge stereotypes. These materials should recognise
how gender stereotypes intersect with those around other protected characteristics.
203 Toity Deave (2018) Bumps and Babies Longitudinal Study (BABBLES): An independent evaluation of the Baby Buddy app. UWE Bristol https://uwe-
repository.worktribe.com/preview/863759/BaBBLeS%20Final%20Report_final_with%20appendices_22May18.pdf
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Appendix 1: Commission Evidence Sessions

Witnesses at our evidence sessions gave their presentations on condition of anonymity in
order to encourage free discussion. Those who have consented to share their involvement are
listed below, and we are also indebted to those who have not:

Darren Chetty, UCL Lecturer, tweets @rapclassroom

Olivia Dickinson, Lifting Limits

Richard Crellin, Children’s Society

Lara Crisp, Gransnet

APPENDICES James Millar and Ros Ball, @GenderDiary and authors of The Gender Agenda

Catherine Shuttleworth, Savvy

Alison Pike, University of Sussex

Elizabeth Sweet, San Jose State University

Caren Gestetner, Lifting Limits

Bilkis Miah, You Be You

93
Appendix 2: Resources for parents
Dr Finn Mackay, “Raising children without gender stereotypes”
http://lettoysbetoys.org.uk/raising-children-without-gender-stereotypes/

This blog post, booklet, and poster offers parents a guide to raising children without gender
stereotypes, in 20 clear and practical tips to start reflection and discussion.

Appendix 3: Resources for practitioners

Let Toys Be Toys

10 ways to challenge gender stereotypes in the classroom:

http://lettoysbetoys.org.uk/ten-ways-to-challenge-gender-stereotypes-in-the-classroom/

8 ways to challenge gender stereotypes in Early Years settings:

http://lettoysbetoys.org.uk/eight-ways-to-challenge-stereotypes-in-early-years-settings/

Challenging Gender Stereotypes in Language and Literacy:

http://lettoysbetoys.org.uk/tackling-gender-stereotyping-through-language-and-literacy/

NEU breaking the Mould:

https://neu.org.uk/breaking-mould

NEU LGBT+ resources:

https://neu.org.uk/media/7601/view
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Appendix 4: Retailers assessed in audits

Below are listed the retailers explored in our online and high street audit work. Some retailers
appear in multiple categories, and in the high street audit some chain retailers were reviewed
in multiple towns or cities.

Toy retailers
Online: Amazon, Argos, Smyths, Tesco, Asda, Sainsbury’s, Morrisons, Very, Home Bargains,
Wilko, B&M, John Lewis, The Entertainer, The Early Learning Centre.

High Street: After Noah, Asda, Boots, Children’s Society Charity Shop, Debenhams, Disney,
Dunelm, Elphicks, Flying Tiger, Home Bargains, John Lewis, Kids’ Stuff, Lego, Mamas and Papas,
Posy, Poundland, Smyths, Tesco, The Entertainer, The Range, The Works, TK Maxx, Toys ‘n’
Things, WH Smith, Waitrose, Waterstones, WH Smith

Clothing retailers
Online: Primark, Matalan, Adidas, H&M, George, F&F, Next, Marks and Spencer, Debenhams,
John Lewis.

High Street: Asda, Base Junior, Boots, Debenhams, Disney, Dunelm, Foot Locker, GAP,
94 H&M, House of Fraser, Jo Jo Maman Bebe, John Lewis, Kids Around, Lindex, Mamas &
95
Papas, Marks & Spencer, Morrison’s, Mothercare, Next, Peacocks, Petit Bateau, Polarn o.
pyret, Poundland, Primark, River Island, Russell & Bromley Children, Sainsburys, Schuh Kids,
Shooligans, Superdrug, Ted Baker, Tesco, TK Maxx, Trendy Tots, Waitrose.

Greetings cards and stationery

Online: Moonpig, Funky Pigeon, Clintons, Card Factory, Scribbler

High Street: Clinton Cards, Marks and Spencer, Martins, Next, Paperchase, Sainsburys,
Scribbles, Smart Ideas, Smiggle, Smyths, Tesco, The Card Factory, The Range, WH Smith

Books
Online: WH Smith, Waterstones, The Works, Amazon

High Street: Morrison’s, Poundland, Tesco, The Works, TK Maxx, Waterstones, WH Smith

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