• 1. See socimages-january-2014 (accessed February 27, 2017).
  • 2. See laugh-learn-apptivity-monkey (accessed February 27, 2017).
  • 3. See LEGO-friends (accessed February 27, 2017).
  • 4. See and-STEM-skills.html (accessed February 27, 2017).
  • 5. Peggy Orenstein, Cinderella Ate My Daughter: Dispatches from the Front Lines of the New Girlie-Girl Culture (New York: Harper Paperbacks, 2012).
  • 6. Visit the website for all the information you may want to have about the theme (accessed February 27, 2017).
  • 7. See Rhiannon Grant and Ruth Wainman, “Representation in Plastic and Marketing: The Significance of the LEGO Women Scientists” in this book,113-22.
  • 8. Plato, Republic, trans. C.D.C. Reeve (Indianapolis: Hackett, 2004).
  • 9. Mary Wollstonecraft, A Vindication of the Rights of Woman: Abridged with Related Texts (Indianapolis: Hackett, 2013).
  • 10. See LEGO-friends (accessed February 27, 2017).
  • 11. John Stuart Mill, The Subjection of Women (Indianapolis: Hackett, 1988).
  • 12. Simone de Beauvoir, The Second Sex (New York: Vintage Books 1973), 301.
  • 13. For a good overview of these effects, see Samantha Brennan, “Feminist Ethics and Everyday Inequalities,” Hypatia 24 (2009): 141-59 and Sally Haslanger, “Gender and Race: (What) Are They? (What) Do we Want Them to Be?” Nous 34 (2000), 31-55.
  • 14. See Impact%20of%20gender%20on%20review.pdf (accessed February 27, 2017).
  • 15. Cordelia Fine, Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference (New York: W.W. Norton, 2010).
  • 16. Ibid.
  • 17. Christia Spears Brown, Parenting Beyond Pink and Blue: How to Raise Your Kids Free of Gender Stereotypes (Berkeley: Teen Speed Press, 2014).
  • 18. If you doubt the existence of these deeply buried creatures in your own mind, I suggest you take some of the tests developed by Harvard’s “project implicit”: see (accessed February 27, 2017).
  • 19. Brown describes the following case: “For example, in one experiment, researchers took toys that kids had not seen before and put them in stereotypical girl boxes or stereotypical boy boxes and gave them to a group of children. Girls played with the toys in the girl boxes and boys gravitated to the toys in the boy boxes. Both genders focused on the toys in the boxes meant for their gender and did not pay much attention to toys marked for the opposite gender,” available at http:// childhood-development-gender-research?CMP=share_btn_fb (accessed February 27, 2017).
  • 20. 04.html (accessed February 27, 2017).

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