The purpose of this paper is to sensitize instructional message designers to the stereotypical signals which may be inherent in computer clip-art selections. A rationale is presented for the power of message design, and the differences between gender equality and gender equity are discussed. Several computer clip-art libraries were analyzed, and the consistent gender themes which emerged throughout these libraries are presented. The following recommendations are made for promoting diverse, equitable, and balanced applications of computer clip-art images for use in instructional messages: (1) use non-gendered images; (2) use non-gendered labels; (3) create your own images; (4) scan images from photographs or printed artwork; (5) advocate computer clip-art libraries which promote diversity through a broader variety of images portraying men and women; and (6) inform computer software companies about preferences. Positive role models as represented in images do make a difference in children's education. They provide the opportunity for all students to dream about whom they might become. Children should be given an opportunity to be exposed to equitable gender representations in instructional images. Three figures offer examples of clip-art gender portrayal. (Contains 19 references.) (MAS)