Images

N. Hadiya Gumbs-Rouse, Ph.D. is a 2026 graduate of the PhD Program in Leadership and Change at Antioch University.

hadiya gumbs-rouse committee

Hadiya Gumbs-Rouse at her Dissertation Defense.

From L-R: Dr. Diane Richard-Allerdyce, Committee Chair, Dr. Jana Johnson-Davis, Committee Member, Dr. Stewart Burns, Committee Member.

Dissertation Committee

  • Diane Richard-Allerdyce, PhD, Committee Chair
  • Stewart Burns, PhD, Committee Member
  • Jana Johnson-Davis, PhD, Committee Member

Keywords

critical consciousness, culturally responsive pedagogy (CRP) or culturally responsive teaching (CRT), critical race theory (CRT*), critical phenomenology, anti-racist curricula, leadership

Document Type

Dissertation

Publication Date

2026

Abstract

Black history instruction in secondary education is often marginalized, reduced to surface-level narratives and brief observances that fail to fully represent the depth and significance of Black experiences. This limitation restricts opportunities for culturally responsive learning and identity development among Black students. The purpose of this qualitative critical phenomenological study was to examine how participation in a brown girl empowerment group, I Know I Can (IKIC), which I founded outside of the school system and which focused on Black history lessons, influenced the academic motivation, self-identity development, and cultural awareness of five Black high school junior and senior girls. The study was guided by the question: How does participation in a Black history-centered empowerment group influence Black girls’ academic motivation, identity development, and cultural awareness? Grounded in culturally responsive pedagogy and critical race theory, this study explored the lived experiences of five Black female participants from IKIC in Gwinnett County, Georgia. Data was collected through semi-structured interviews and analyzed using thematic coding within a critical phenomenological framework. Findings revealed themes of identity affirmation development, resilience, cultural pride, empowerment, academic motivation, representation, critical consciousness, advocacy, and the need for curriculum reform. The findings demonstrate that Black history education functions as both an academic and psychosocial tool, strengthening self- concept, increasing confidence, deepening cultural pride, and broadening participants’ understanding of systemic oppression and Black excellence. Participants described Black history as transformative and affirming, influencing both educational aspirations and social responsibility. This study contributes to the literature on culturally responsive pedagogy and supports the integration of comprehensive Black history education as a pathway toward educational equity, empowerment, and social justice in secondary education. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

hadiya gumbs rouse

N. Hadiya Gumbs-Rouse, Ph.D.

ORCID id:  #0009-0004-8207-1060

Dr. N. Hadiya Gumbs-Rouse is an educator, activist, scholar, and advocate for educational equity, Black history education, and the empowerment of Black girls. With 25 years of experience educating students with exceptional needs, she is dedicated to creating inclusive, culturally responsive learning experiences that affirm students’ identities, celebrate their heritage, and nurture their potential. She holds a Ph.D. in Leadership and Change with a concentration in Education, Equity, and Justice from Antioch University. Her scholarship reflects her commitment to educational transformation and the power of Black history education. 

Ten years ago, Dr. Gumbs-Rouse founded I Know I Can (IKIC), a nonprofit organization dedicated to empowering Black girls through academic enrichment, cultural awareness, self-confidence, and leadership development. Through IKIC, she strives to inspire young girls to embrace their brilliance, recognize their worth, lead with purpose, and serve their communities. Building on her research and professional experience, Dr. Gumbs-Rouse aspires to develop a comprehensive Black history curriculum for middle and high schools that can be integrated into the general education curriculum. Her vision is to ensure that students gain a deeper understanding of Black history, culture, and contributions while fostering cultural pride, strengthening identity, and creating more inclusive and historically representative learning experiences for all students. 

Beyond her professional and community commitments, Dr. Gumbs-Rouse is a devoted wife of 20 years and proud mother of two daughters, one attending Spelman College and the other a junior in high school. In her spare time, she enjoys spa treatments, traveling, watching movies, and, most importantly, spending quality time with her family. She values the balance between pursuing her passion for empowering others and embracing the meaningful moments that make life special.

Download

Share

COinS