Minnesota University’s ‘MyGender Dolls’ Spark Debate Over Gender Education for Young Children

The University of Minnesota’s Eli Coleman Institute for Sexual and Gender Health has developed 'MyGender Dolls,' a set of therapeutic dolls with removable and interchangeable genitalia. These dolls are intended for use with children as young as four years old and are designed specifically for gender-diverse children ages 4 to 10. According to the official website, the dolls are set to launch in 2026 and are currently available for pre-order by clinicians and educators.

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The introduction of these dolls has sparked debate among parents, educators, and commentators. Central to the discussion are questions about whether such tools are appropriate for young children and the role of gender-affirming resources in early childhood education and therapy. There is also ongoing scrutiny regarding the extent of public funding for such initiatives, given the university’s status as a state-supported institution.

The MyGender Dolls project is part of a broader national conversation about pediatric gender-affirming care. In recent years, this area has received increased attention and controversy. Critics of gender-affirming interventions argue that such resources may encourage children to pursue medical transition at a young age, potentially leading to lifelong medical treatments. Supporters, on the other hand, maintain that these resources provide necessary affirmation and support for gender-diverse youth, helping them navigate societal pressures and develop a healthy sense of self.

Design and Intended Use

The MyGender Dolls are described by the university as a "first-of-their-kind therapeutic play approach" for gender-diverse children. Each set features more than 100 interchangeable pieces, including internal and external sex organs, clothing, and hairstyles. The design allows children to mix and match these features, reflecting a range of gender identities and expressions.

Therapist Dianne Berg, Ph.D., who helped develop the dolls, explained that the inclusion of removable genitalia is intended to help children express their gender identity and cope with societal messages that may cause shame or confusion. In an interview with the University of Minnesota’s Discovery magazine, Berg said the dolls are designed to address beliefs such as, "I’m not a ‘real’ boy because I don’t have these parts."

"It’s about helping children develop tools to cope with messages in society that could lead to shame."

— Dianne Berg, therapist, University of Minnesota

The dolls are marketed primarily to licensed professionals, including mental health providers, school counselors, and pediatricians. According to Berg and co-lead G. Nic Rider, "All licensed professionals will undergo a required training before being able to use the MyGender Dolls in their therapeutic practice. There is no set launch date determined at this time."

The training requirement is intended to ensure that the dolls are used appropriately and effectively in therapeutic settings. The university emphasizes that the dolls are not intended for general distribution to the public or for unsupervised use by children.

Funding Sources and Public Concerns

The funding of the MyGender Dolls project has been a point of contention. As a state land-grant institution, the University of Minnesota receives taxpayer support, leading some to question whether public funds were used to develop the dolls. However, university officials and project documents state that the dolls themselves were not funded by taxpayer dollars.

According to the university, the prototypes were funded by a grant from the California Institute of Contemporary Art, a private foundation, as well as the university’s Early Innovation Fund. The Early Innovation Fund is supported by revenue generated from university research sales, rather than direct taxpayer funding. Additionally, a university spokesperson told the College Fix that the MINCORPS program, another funding stream, used only private donations for the dolls.

The Early Innovation Fund grant describes the project as testing "a novel and culturally-responsive intervention for transgender and gender diverse children and their caregivers to advance health equity and justice."

Despite these assurances, some parents and community members remain concerned about the use of university resources and the broader implications of introducing gender-affirming tools to young children.

Classroom Use and Reactions

Media reports, including one from the New York Post, claimed that the dolls would be introduced in Minnesota classrooms as early as the fall. However, a local ABC News affiliate found that no Minnesota school district currently plans to use the dolls. Berg and Rider have confirmed that the dolls are intended as a therapeutic tool for use by licensed professionals, not for general classroom distribution. There is currently no set launch date for broader educational use.

Some critics, such as psychiatrist Dr. Stephen Levine, have expressed concern that social transition interventions—including those promoted by the dolls—may set children on a path toward medical treatments, such as lifelong hormone use and surgeries. These critics argue that early social transition can influence a child’s future decisions about medical transition.

Supporters of the dolls, however, argue that they offer developmentally appropriate, evidence-informed resources to help children build resilience, confidence, and a positive sense of identity. They emphasize that the dolls are intended to be used in a controlled, therapeutic environment by trained professionals, rather than as toys for general use.

At this time, the University of Minnesota and the MyGender Dolls team have not announced when the dolls will be widely available or whether any Minnesota schools will adopt them in the future. The ongoing debate reflects broader national discussions about the best ways to support gender-diverse children and the appropriate role of educational and therapeutic tools in that process.

For now, the MyGender Dolls remain a subject of both interest and controversy, highlighting the complexities of addressing gender identity in early childhood and the challenges faced by institutions seeking to balance innovation, public concern, and the needs of diverse youth.