I’ve been thinking about the involvement of a Highland Park High School graduate in chanting a racist song with his OU fraternity. How could this happen in 2015? And it wasn’t just that one incident — in the aftermath, we learned from former students of color that they faced racial insensitivity while attending HPISD schools. One thing seems crystal clear: HPISD needs to improve its efforts to prepare students for a diverse world.

What does better preparation look like? Having the creative problem-solving skills necessary to craft alternatives. What if the HP grad had questioned the other fraternity members about the song’s meaning and purpose, thereby registering his objection? What if he had put together a group of members that opposed the song? What if he had, at least, excused himself from involvement in the fraternity once it became clear that this song was supported by its members?

I can imagine many alternatives to participation, but could he? If he didn’t see any alternatives, who is responsible for his lack of vision? HPISD could have better prepared this student for this challenge.

In 2012, HPISD created its “Profile of the Learner for the Future,” a list of goals to be targeted by the district in all of its programs. The Profile is rich with valuable skills and attributes students will need to succeed, like having a “diverse and knowledgeable world view,” exhibiting “cross-cultural sensitivity and adaptability,” and being “empathetic, compassionate & open-minded.” But how is the Profile being used in the day-to-day operations of the District?

HPISD boasts a “Global Connections” department which “promotes the development of globally competent students prepared to live and lead in a diverse and interconnected world.” The objectives of the program include “[d]eveloping local and global partnerships that expand opportunities for teachers and students.” This is excellent! But is HPISD building local partnerships? On the “Global Partners” page of the Global Connections web site, the focus is clearly international. What about exposure to racial, ethnic, and religious minorities, not to mention the poor, right here at home? Such partnerships are hard to find on the district’s web site.

The Global Connections Department needs to prioritize partnerships with minority and low-income schools right here in Dallas. HPISD students shouldn’t just “connect with peers in another country,” they should connect with American peers who are different from them. Indeed, HPISD students could collaborate on joint projects, in person, without even leaving the metroplex. Working side-by-side with peers from different backgrounds would open HPISD students’ eyes to new perspectives in incredibly meaningful ways!

The OU incident points to an obvious need for improvement. It would be a shame to sit back, complacently, and do nothing. In “The Handmaid’s Tale,” Margaret Atwood wrote, “[i]gnoring isn't the same as ignorance, you have to work at it.” I hope HPISD will not ignore this opportunity.