Addressing and reducing prejudice within students through curriculum transformation requires a series of interwoven strategies as outlined in the book: • Improving Social Contact and Intergroup Relations o Students interacting in an intergroup setting must have a perception that they have equal status. (equal access to knowledge, grades, and/or extracurricular activities) o Students interacting in an intergroup setting must have opportunities to work toward achieving a common goal or task that truly depend on the participation of every member of the group. o Efforts to reduce prejudice through the encouragement of intergroup interaction must be a campus wide initiative. o When students have a deep personal familiarity of others generally …show more content…
• Improving Self-Confidence and Self-Acceptance o Often times, a person’s prejudice or lack thereof toward another is a direct correlation to how they perceive their personal self-worth. A person who is more confident and secure in who they are as a person will tend to be a less prejudicial person. o Beyond creating an environment cultivated on respect and trust, teachers should design activities and lessons where students can relate and make personal connections in an effort to boost self-confidence. • Increasing Empathy and Understanding of Other Groups o Creating opportunities for students to participate in simulations or “role-plays” that are designed to encourage a deeper reflective analysis of a situation will allow students to garner a deeper understanding and perspective of situations, thereby making them more empathic individuals. An internationally competent individual has a general knowledge and curiosity about the state of the world its various cultures and people. In order to cultivate the transformation of students into globally competent individuals, classrooms should have a global perspective, meaning, that international awareness is integrated into all areas of the