ABSTRACT
This chapter introduces intergroup contact theory, a theoretical foundation of interculturalism and intercultural education, make connections between intergroup contact, intergroup friendships, and prejudice reduction. It discusses the optimal conditions that lead to positive intergroup relationships as well as make recommendations so that educators can implement strategies to support intercultural education towards the goal of prejudice reduction. The chapter explores intergroup dialogue as a pedagogy for promoting positive intergroup attitudes and behaviors. It provides a discussion of R. N. Turner and L. Cameron’s “confidence in contact,” a theory formulated to prepare young people for positive intergroup contact in diverse schools. Turner and Cameron note schools “must identify and remove” practices that are barriers to positive intergroup contact. In H. McGlothlin & M. Killen’s study, children attending ethnically homogeneous schools were more likely to exhibit out-group homogeneity. The status of children is affected by the values of the institutions such as the schools in which contact between children occurs.
