Article History: Purpose: The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators’ and teachers' perceptions and the relationship between these two variables. Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts Received: 18 Jun., 2019 Received in revised form: 22 Sept. 2019 Accepted: 14 Oct. 2019 DOI: 10.14689/ejer.2019.84.1

Eurasian Journal of Educational Research

���� he landmark 1954 Supreme Court decision in Brown v. Board of Education dealt a lethal blow to the “separate but equal” doctrine of segregation established by Plessy v. Ferguson in 1896; it did so largely on the grounds that segregation damages African American children’s self-esteem. In the Court’s words, “to separate [children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.” 1 Because of this psychological harm, the Court determined, African American children could never get an education equal to white children’s in a segregated school, no matter how good the physical facilities or curriculum. To support its finding of psychological damage, the Court cited in a footnote a number of social science works, most notably a report by psychologist Kenneth Clark that summarized the results of “racial preference” tests he and his wife, Mamie, had conducted to assess African American children’s racial identification. 2 In the most famous of these tests, the Clarks asked children to choose between brown and white dolls in response to a series of questions, including which doll was the good one and which the bad, which doll they wanted to play with and which looked most like him or her. 3 A majority of children identified a brown doll as looking like them, but chose a white doll to play with, as the nice one, and as the one with a nice color. The Clarks concluded that the children had internalized society’s racist messages and thus suffered from wounded self-esteem. Effectively legitimating the Clarks’ research, Brown established a discursive link between educational achievement and self-esteem for African Americans and spurred a veritable industry of racial preference testing that continues to this day. Social scientists have used racial preference tests to advocate policies on multiculturalism, self-segregation, affirmative action, juvenile delinquency, teen pregnancy, resegregation, and the racial achievement gap. 4

Black Children, White Preference: Brown v. Board, the Doll Tests, and the Politics of Self-Esteem

The main responsibility in the implementation of  multicultural education, which includes notions like equality, respect, and peace, as well as an equal opportunity for success for all students, belongs to teachers. The teachers‟ perception of and attitude towards multicultural education are directly related to how they will implement multicultural education. Some past studies indicate that there is an undeniable effect of culture on education, yet teaching candidates and managers often don't have sufficient knowledge of multicultural education. Data gathered from this study is expected to contribute to the literature on multicultural education practices expected to be included in Turkey‟s educational programs.

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Graduate Students Perceptions' on Multicultural Education: A Qualitative Case Study

Guess Who’s Coming to College

The purpose of this study was to investigate secondary school principals’ perceptions of multicultural education in a rural southeastern state. The researchers wanted to ascertain whether or not the race or gender of school principals have a role in how those principals view multicultural education in theory (its theoretical value). For the purpose of this study, multicultural education in theory was defined as the belief that multicultural education is for all students, elevates students’ self-esteem, is embedded in cultural pluralism, and recognizes the social, political, and economic community and societal constructs on students of color (Fernandez, 1996). Three hundred and two secondary school principals were surveyed in a designated southeastern state. A significant difference was discovered with regard to the gender of the school principals and their perceptions of the theoretical value of multicultural education.

/pdf/an-analysis-of-how-the-gender-and-race-of-school-principals-2qfqnky1qt.pdf

An Analysis of How the Gender and Race of School Principals Influences Their Perceptions of Multicultural Education.

INTRODUCTIONIn 1954, Brown v. Board of Education of Topeka, Kansas (Brown I) was heralded as the landmark decision representing the dawning of a new era in American society and its educational system. With Brown, the Supreme Court ended the systematic educational apartheid that had for so long upheld the constitutionality of separate and unequal educational systems in the United States. Although the decision was intended to ignite immediate nationwide educational reform to end segregation, the winds of change did not blow into many schools until some 15 to 20 years after Brow. Clearly, the Court's admonishment to the states to proceed "with all deliberate speed" was not readily heeded (Brown II, 1955).The promise of igniting change offered by Brown was stalled largely because many schools considered themselves flame-retardant and staunchly rejected the Court's mandates. Despite promised legal repercussions, many school officials vowed never to comply (Rowan, 1993). With the support of local authorities, some succeeded in delaying compliance and yielded only as a result of military force imposed by the President of the United States. Eventually, even those schools that considered themselves the most resistant and impenetrable, most notably Central High School in Little Rock, Arkansas, ultimately succumbed to the educational reform started by Brown (Cooper v. Aaron, 1958).As discussed more fully in other articles in this issue of the Journal of Negro Education, the struggle to implement the spirit and the letter of Brown continued for years (Cordon, 1994; Russo, Harris, & Sandidge, 1994; Stefkovich & Leas, 1994). Students of color soon discovered, however, that the new dawn promised by Brown was an eclipse with prolonged darkness and little light. The monocultural, Eurocentric curriculum continued in force, and many school systems complied only in nontransformative ways. Although judicial opinions succeeded in declaring school segregation illegal, their mandates stopped short of ensuring that the students would be afforded the equal quality educational opportunities they needed to excel. As a result, few if any structural or curricular changes were made to turn schools into educational environments in which students of all hues could thrive.Phillip (1994) submits that although "sociologists, educators, and civil rights advocates agree that the Brown decision has yielded a lot that is worthwhile...as its 40th anniversary is acknowledged, many view the occasion as one for introspection rather than celebration" (p. 9). This article undertakes the task of introspection. Focusing on multicultural education in the context of Brown, it presents a discussion of ongoing educational inequities in American schools since the Court's decision in this landmark case and offers a model for the effective implementation of multicultural education in our pluralistic society.BROWN AND THE DEVELOPMENT OF MULTICULTURAL AWARENESS IN OUR NATION'S SCHOOLSREFLECTIONS ON BROWNAs Phillip (1994) notes, "desegregation of the nation's schools has been a difficult equation to solve" (p. 13). Though Brown outlawed the physical separation characteristic of segregated schools, it fell short of addressing the psychological separation that even today prevents some students who differ racially from the mainstream from bridging cultural gaps. Merely placing students of color in physical proximity to Whites did not result in eradication of the educational disparities perpetuated by segregation; provisions for equal access were not coupled with provisions for equal quality. Four decades after Brown, inequities persist at many levels of our nation's educational system (Orfield, 1993; Weinberg, 1994). Moreover, White flight--the exodus of Whites from the cities to the suburbs and exurbs from the 1960s to the present--has resulted in urban classrooms largely populated by students of color whose socioeconomic status is lower than that of their White counterparts. …

David G. Carter

Papers

Multicultural Education: Reflections on Brown at 40