Wisconsin’s Equity & Inclusion Laboratory (Wei LAB) and a coalition of participants from UW-Madison are participating and presenting at the 5th Annual International Colloquium on Black Males in Education (ICBME). In partnership with Bermuda College, this year’s landmark event is being held in Hamilton, Bermuda through October 7. Sponsored by the Wei LAB and the Todd Anthony Bell National Resource Center on the African American Male at Ohio State University, ICBME has become a trademark event in the Wei LAB’s work around educational equity.
“We are thrilled to mark the 5th year of this important meeting by holding our Colloquium on the island of Bermuda,” Wei LAB Director and co-founder of ICBME Dr. Jerlando F. L. Jackson said. “I believe Bermuda will serve as a unique backdrop and offer meaningful context to the global issues faced by Black males.”
Dr. James L. Moore III, Executive Director of the Bell National Resource Center and co-founder of ICBME, echoes similar sentiments. “Bermuda is an excellent place to have the Colloquium because of its close proximity to the United States and its long-standing commitment to improve educational outcomes for Bermudian males,” Moore said. “Similar to other Caribbean countries, Bermudian males are not performing optimally in education, which makes this country a desirable place to have the Colloquium.”
Previous ICBME meetings were held in Leeds, England, St. Thomas, U.S. Virgin Islands, Atlanta, Georgia and Kingston, Jamaica. Each year, ICBME brings together researchers, high-impact practitioners, funders, policymakers, students, and concerned citizens to engage in conversations regarding the state of affairs for Black boys and men, with focus around a particular theme. Last year’s ICBME drew a record 400 local and international participants over the course of four days.
At this year’s colloquium, the opening Session and Professional Identity Keynote speaker Ty-Ron Douglas addressed “Border Crossing Brothas: Black Males Navigating Race, Place, & Complex Space.” The research paper sessions focused on the “Institutional Commitment to the Concept of “Alma Mater” for Black Males” and “Crafting School Classrooms for Black Male Success.” Lou Matthews spoke on “Reconstructing Bermuda’s Pipeline for Black Males in Education: From Mazes of Mediocrity to Pathways to Success.” A local impact panel discussion covered “The Institutionalization of Young Black Males in Bermuda: Reshaping the Existing Dysfunctional Paradigm.” Dr. Clarence V.H. Maxwell, Atlantic World Scholar and Assistant Professor of Caribbean and Latin American History at Millersville University provided guests with a “Taste of Bermuda and Benign Slavery” presentation.
The College Academy:
The College Academy is a college readiness workshop conducted by pre-college and college experts that will prepare students for competitive admission into higher education institutions. The primary emphasis is placed on the value of postsecondary education, and understanding the variety of college options, college readiness (academic, social, cultural, and personal), college admission assessments, and funding. Participants reflect, engage, and receive resources to mindfully map and activate their “best self” in preparation for success in higher education. The College Academy also provides insight into how to access local and international resources and support systems to gain exposure, garner experience, and build a competitive college portfolio. The College Academy was led by Tai Cornute and Daniel Thomas of The Ohio State University, and Shawn De Shields and Lyndon Jackson of Bermuda College.
Graduate School Academy:
As part of the Colloquium Academies, the Graduate School Academy (GSA) aims to provide opportunities for undergraduate participants that extend beyond institutional and national boundaries through presentations and workshops designed to enhance their academic and professional profiles. Led by Dr. LaVar J. Charleston, faculty and staff from a variety of academic and administrative positions cover themes such as: (a) graduate school preparation, challenges and opportunities; (b) implications for future academic careers; and (c) developing action plans for future collaborations and initiatives to enhance Black graduate students’ educational experiences. While undergraduate students are a primary target of the GSA, graduate students and professionals alike will benefit from these workshops as they not only allow students to interact with peers, faculty, and staff from various institutions, they also enable participants to develop a global network of contacts while examining the experiences of Black undergraduate and graduate students throughout the world.
Colloquium Conversations:
As part of the ICBME Policy Forums, the Colloquium Conversations featured two concurrent sessions sponsored by the Coalition of Schools Educating Boys of Color. The topics, descriptions, and speakers for both sessions appear below:
Teacher and Principals Session
Finding the Fit: Understanding How the COSEBOC Standards for Boys and Young Men of Color Fit in with Standards-based Approaches to Educational Excellence in Bermuda, presented by Deidre Farmbry, Ed.D., Professional Learning Facilitator and Leadership Coach, Coalition of Schools Educating Boys of Color.
This session was designed to generate discussion about the extent to which three factors – identity, perception, and validation – pose potential obstacles to school success for boys of color. Participants were introduced to the seven standards anchoring the work of the Coalition of Schools Educating Boys of Color (COSEBOC); reviewing them in terms of their use as a resource for schools to help boys of color overcome the impact of these three factors. Participants reviewed all of the standards and then analyzed themselves more deeply, making application to the educational context of Bermuda.
Family and Community Session
“Boys to Men, Making the Dream a Reality,” presented by Sharlonda Buckman, National Consultant on Parent Education, Coalition of Schools Educating Boys of Color.
This workshop explored COSEBOC standards of Parent, Family, and Community Partnership designed to strengthen a positive narrative for boys and young men of color. Participants discussed and explored best practices, barriers to success, and identify strengths and weaknesses of their current efforts. All participants received the (PFC) Indicators as a tool to assess their current performance and set goals to improve and strengthen long-term relationships.
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