The purpose of this dissertation was to develop in students an awareness of when sex-role stereotyping occurs and the impact it has on them. It was the goal of the program to afford the students an opportunity to become more aware of the status quo regarding their socialization and broaden their outlooks of what can be. Eighty-nine fifth grade students were drawn from four classes in Roman Catholic elementary schools in central Pennsylvania. They were pretested and posttested using six scales that were purported to measure various aspects of stereotypical behavior as well as self-concept and aspired-to self. Two groups received the intervention program of eight sessions which included various exercises and experiences to heighten their awareness of when and how sex-role stereotyping occurs. The only varying factor between the groups was the use of different facilitators. It was hypothesized that the students who participated in this program for increasing awareness of sex-role bias would exhibit a significantly greater change in specific and general sex-role stereotyping as well as significantly positive changes in self-concept and aspired-to self. Conclusions based within the limitations of this study revealed that sex-roles are well established by the fifth grade. (Author/AM)