Citation

Dessel A. Educ. Urban Soc. 2010; 42(4): 407-429.

Copyright

(Copyright © 2010, SAGE Publishing)

DOI

10.1177/0013124510361852

PMID

unavailable

Abstract

Public schools represent the pluralism of American society. Unfortunately, many children experience their public school environment as unwelcoming or even violent. Prejudicial attitudes contribute to problematic intergroup relations in public school settings. Furthermore, teachers are often unprepared to work with the diversity of class, linguistic groups, sexual orientation, and other sociocultural backgrounds that make up the student body in their classrooms. This article discusses theories of prejudice and how they inform an understanding of bullying, conflict, and violence in schools. Evidence-based prejudice reduction approaches are presented that teachers and school administrators can use to improve school culture and climate.