Border crossing brothas: a study of Black Bermudian masculinity, success, and the role of community-based pedagogical spaces

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ty-Ron Douglas (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Camille Wilson

Abstract: Using qualitative research methods and an amalgamation of border crossing theory and postcolonial theory within the context of race, this dissertation study examined how Black Bermudian males form identities, define success, and utilize community-based pedagogical spaces (i.e. barbershops, churches, sports/ social clubs, neighborhoods) to cross literal and figurative borders. Drawing on data from 12 Bermudian Black males who were active participants in community spaces, this study challenges educators to consider how the disturbing statistics on Black male failure and the perceived achievement gap between White students and students of color may be influenced by tensions between dominant ideologies of success, the under appreciation of community-based pedagogical spaces by educational stakeholders, and competing conceptualizations of identity, success, and masculinity for Black males.

Additional Information

Language: English
Date: 2012
Bermudian Identity, Black masculinity, Border and postcolonial theories, Community-based pedagogical spaces, Peoples of African descent
Masculinity $z Bermuda
Men $z Bermuda $x Identity
Bermudans $x Ethnic identity
Africans $z Bermuda $x Ethnic identity
Communities $z Bermuda $x Social aspects

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