Sex-role stereotyping begins with inaccurate information and false assumptions about the differences between males and females. By engendering patterns of behavior that have failed to keep pace with modern realities, sex-role stereotyping in the instructional program deprives children of the freedom to find their own places in society according to their capabilities. The tendency of the English language to present a male-dominated view of the world, of visual materials to reinforce stereotypes, and of literature, textbooks, and educational programs to ignore women and their contributions is clear. To change this situation, educators must learn to recognize sex-role stereotyping and its consequences and must work to remove, prevent, or offset them. A dozen steps are suggested, including checking for bias in materials, attempting to balance participation in courses and other activities by sex, and modeling unbiased behavior in school practices, including personnel placement. (Author/PGD)