As the composition of the United States continues to become more diverse, a corresponding need exists to facilitate understanding and positive relations among individuals from different backgrounds. Although there are many reasons for intergroup tension, one substantive source of tension derives from different cultural frames of reference, influencing the ways in which humans from different racial groups understand and relate to each other. A range of interventions have been attempted to promote positive intercultural relations such as multicultural education in schools, intergroup dialogue, and transformative learning experiences. The following reviews previous literature related to effectiveness within these domains, as well as illustrates findings from a recent study aimed at assessing student characteristics, beliefs, and values at entry and exit from a required undergraduate diversity course. Future suggestions related to these findings also are articulated
