Gender-science stereotypes emerge early in childhood, but little is known about the developmental processes by which they arise. The present study tested the hypothesis that language implying scientists are a special and distinct kind of person contributes to the development of gender-science stereotypes, even when it does not communicate stereotypic content. One cross-sectional and two longitudinal studies with racially and geographically diverse children (primarily from the United States; ages 4-5; N = 872, tested 2020-2022) revealed that gender stereotypes about science versus art (a) emerge before elementary school, (b) arise from commonplace identity-emphasizing language, especially among girls, and (c) can be durably disrupted by subtle changes to language. This study identifies a promising way to counteract stereotypes at their roots.