International Journal of English Literature and Social Sciences Vol-10, Issue-4; Jul-Aug, 2025 Peer-Reviewed Journal Journal Home Page Available: https://ijels.com/ Journal DOI: 10.22161/ijels IJELS-2025, 10(4), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.) https://dx.doi.org/10.22161/ijels.104.41 291 Gender Stereotyping in Children’s Picture Books and the Impact on 10-Year-Old Children in China Zhang Ya Qiu*, Soo Kum Yoke Faculty of Language, Universiti Teknologi MARA, Selangor, Malaysia Faculty of Language, Universiti Teknologi MARA *Corresponding author Received: 28 Jun 2025; Received in revised form: 21 Jul 2025; Accepted: 25 Jul 2025; Available online: 30 Jul 2025 ©2025 The Author(s). Published by Infogain Publication. This is an open-access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/). Abstract— This mixed-methods study investigates the manifestation and impact of linguistic gender stereotypes in children’s picture books within contemporary China, addressing three research questions. Analyzing the 2022 Ministry of Education edition of Beauty and the Beast alongside responses from 60 Chinese children (aged 9.5–10.5), the research reveals how language reinforces gender binaries. Quantitative and qualitative data demonstrate that male characters are predominantly described with agentic vocabulary ("assertive," "competitive," "decisive") and action verbs ("roar," "fight"), while female characters are labeled with communal terms ("gentle," "affectionate," "submissive") and nurturing verbs ("comfort," "nurture"). Metaphors further entrench stereotypes (males as "lions"; females as "flowers"). Mandarin-specific linguistic mechanisms—including preferential use of professional classifiers like 名 (míng) for males and verbs like "caring" for females—amplify biases. The findings underscore the "Chinese paradox," where policy mandates for equality clash with persistent linguistic stereotyping and intergenerational transmission. Recommendations include: (1) prioritizing counter -stereotypical texts (e.g., Red: A Crayon’s Story); (2) training educators to deconstruct biased language; (3) revising the "gender-sensitive language" policy to address Mandarin’s classifier/verb bias; and (4) longitudinal monitoring of the "Double Reduction" policy’s impact on STEM engagement. Urgent action is needed to transform picture books from vehicles of limitation into catalysts for equitable identity development. Keywords— gender stereotypes; children’s picture books; Gender Schema Theory (GST); Social Learning Theory (SLT); Chinese education