Learn About ‘MyGender Dolls’ Designed for Kids Age 4-10
If there is one issue that consistently produces fierce political battles, it is how schools discuss gender and sexuality with children. Few topics generate sharper disagreements, and the latest controversy comes from Minnesota.
A report by the New York Post has drawn attention to a line of educational dolls known as “MyGender Dolls,” which feature removable internal and external anatomical pieces along with different clothing and accessories. According to the report, the dolls are expected to be available this fall for use by school counselors, teachers, mental health professionals, and pediatricians, including in settings involving children as young as four years old.
The dolls originated as a project at the University of Minnesota Medical School, developed by two psychologists before becoming a commercial product. Their website describes the company’s mission as making “gender fun” and says its products are “community-informed, research-driven, culturally-attuned, and grounded in gender-affirming clinical practice.”
The controversy centers on funding and public education. The New York Post reported that the University of Minnesota receives approximately $15 million annually from the state to support the medical school’s research capacity and national standing. Critics have argued that this creates a connection between Gov. Tim Walz’s administration and the university project, although the report does not state that the governor directly funded the development of the dolls themselves.
Images of the dolls have circulated widely on social media, prompting strong reactions from supporters and opponents alike.
🚨Minnesota’s “MyGender Dolls” include interchangeable body parts, including removable genitalia, and are intended for children as young as 4 to explore “gender identity”.
How did this ever become acceptable? pic.twitter.com/HoEVOAGMt8
— CitizenGO (@CitizenGO) July 28, 2026
One of the project’s co-founders, Professor Dianne Berg, was quoted by Discovery Magazine in a since-deleted article as saying, “Everyone should be learning that there’s diversity in gender identity and that what makes you real is not what your body parts are, but how you think and feel.”
For critics, that statement illustrates exactly why they object to introducing these concepts to very young children. They argue that questions surrounding gender identity should be addressed primarily by parents rather than schools or publicly funded institutions, particularly when preschool-aged children are involved.
Supporters of gender-affirming educational materials, by contrast, argue that age-appropriate discussions about gender diversity can help children understand differences among their peers and create more inclusive environments. The debate reflects a broader national disagreement over where schools should draw the line between education and parental authority.