This thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The International Association for the Evaluation of Educational Achievement's (IEA's) International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students' attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers, and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents' attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource. This book contains the following chapters: (1) Teaching Tolerance in a Globalized World: An Introduction (Maria Magdalena Isac, Andrés Sandoval-Hernández, and Daniel Miranda); (2) How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology (Andrés Sandoval-Hernández, Daniel Miranda, and Maria Magdalena Isac); (3) Measurement Model and Invariance Testing of Scales Measuring Egalitarian Values in ICCS 2009 (Daniel Miranda and Juan Carlos Castillo); (4) Influence of Teacher, Student and School Characteristics on Students' Attitudes Toward Diversity (Ernesto Treviño, Consuelo Béjares, Ignacio Wyman, and Cristóbal Villalobos); (5) School Segregation of Immigrant Students (Cristóbal Villalobos, Ernesto Treviño, Ignacio Wyman, and Consuelo Béjares); (6) The Role of Classroom Discussion (Diego Carrasco and David Torres Irribarra); (7) The Political Socialization of Attitudes Toward Equal Rights from a Comparative Perspective (Daniel Miranda, Juan Carlos Castillo, and Patricio Cumsille); and (8) Teaching Tolerance in a Globalized World: Final Remarks (Maria Magdalena Isac, Andrés Sandoval-Hernández, and Daniel Miranda). (Individual chapters contain references.) [For Volume 1, see ED566594. For Volume 2, see ED588361. For Volume 3, see ED588362.]