Educational policies to combat racist attitudes can succeed if comprehensive strategies are developed compatible with the context and the skills of the teachers involved. These strategies should be part of broader social policies and interests. Strategies should be holistic, comprehensive in scope and sequence, and involve the total school environment. Maximum use should be made of the resources and skills of the local community. Teaching strategies for prejudice reduction should include cognitive objectives to correct misinformation, as well as affective and behavioral objectives. Positive values are likely to transfer from one issue to another, but systematic reinforcement is necessary if gains are to be persistent. The purposes, values, and attributes of multiculturalism should permeate the school's functioning, including the following: (1) a democratic classroom and school ethos; (2) ethnic pluralism reflected in staff composition; (3) positive multi-ethnic interactions with significant others; (4) instruction that accounts for culturally different learning styles; and (5) mutual and multiple acculturation of student and teacher. Teaching and learning activities should include development of decision making and social action. Particular attention must be given to assessment and evaluation. A list of references is included. (FMW)