Page 1 of 28

Advances in Social Sciences Research Journal – Vol. 10, No. 11

Publication Date: November 25, 2023

DOI:10.14738/assrj.1011.15826.

Wilkes, M. J., & Okojie, F. A. (2023). Impact of Academic Integration and Social Engagement on Student Persistence at Historically

Black Colleges and Universities during COVID-19 Pandemic. Advances in Social Sciences Research Journal, 10(11). 114-141.

Services for Science and Education – United Kingdom

Impact of Academic Integration and Social Engagement on

Student Persistence at HistoricallyBlack Colleges and Universities

during COVID-19 Pandemic

Marques J. Wilkes

Jackson State University, Jackson, MS 39217

Felix A. Okojie

Jackson State University, Jackson, MS 39217

ABSTRACT

The purpose of this study was to explore the impact that academic integration and

social engagement hadon student persistence at historically black colleges and

universities during the COVID-19 pandemic. TheSocial Engagement Theory guided

a qualitative examination to answer two research questions: 1) How did academic

integration impact the persistence of students at Historically Black Colleges and

Universities during COVID-19 pandemic? 2) How did social engagement impact the

persistence of students at Historically Black Colleges and Universities during

COVID-19 pandemic? Interviews with twelve study participants shed light on their

experience on their college campuses before the COVID-19 pandemic and upon

their return to campus. This was important to understand how students interacted

with each other and their instructors and advisors before campuses were closed

due to a global pandemic. It was also important to understand how students

interacted with one another once they returned to campus after being away and

transitioning to a remote-working and remote-learningenvironment. Responses to

the research questions provided value on how the study participants shifted their

levels of engagement and ability to be more independent, self-aware and cautious

with and around others. Participants also shared how their experiences upon

return to campus affected their ability to focus and persist toward graduation.

Braxton et al. (2000) research shared students believed participating in class

discussions had a positive impact on their social integration and persistence.

Further, there was evidence that students’ subsequent commitment to their

institution positively impacted their motivation to complete their degrees. This

study increases the knowledge to provide information to HBCUs who may not have

the infrastructure in place and resources to make it through a global pandemic.

Keywords: persistence, retention, academic integration, social engagement, COVID-19,

globalpandemic, historically black colleges and universities

INTRODUCTION

Historically Black Colleges and Universities (HBCUs) are a group of institutions designed to

provide Black students in the United States with access to postsecondary education when

higher education institutions designed for White people were closed to them due to racial

segregation and discrimination (Hinton, 2016). HBCUs serve an essential purpose in the United

Page 2 of 28

115

Wilkes, M. J., & Okojie, F. A. (2023). Impact of Academic Integration and Social Engagement on Student Persistence at Historically Black Colleges

and Universities during COVID-19 Pandemic. Advances in Social Sciences Research Journal, 10(11). 114-141.

URL: http://dx.doi.org/10.14738/assrj.1011.15826

States. Today, nine percent of all Black college students attend one of 101 accredited HBCUs,

and HBCUs confer 22% of the bachelor’s degrees granted to Black students (Thurgood Marshall

College Fund, 2019). Additionally, HBCUs produce 80% of Black lawyers, 50% of Black

professors at non-HBCUs, 50% of Black Congressional members, and 12.5% of Black CEOs

(Thurgood Marshall College Fund, 2019). Although there is literature on the academic

integration and social engagement of students generally, for some, the beginning of 2020 was a

stressful and uncertain time due to the COVID-19 global pandemic.

Research studies show that students’ goals and levels of commitment to the learning process

are influenced by academics and social experiences (Allport, 1971). These experiences affect

the level to which students at Historically Black Colleges and Universities can be integrated into

their colleges or universities' social and academic systems. The likelihood of students persisting

until they complete their courses often depends on the level to which they are integrated

academically and socially (Kabeer, 2013).

For some, classes were in session, classwork and college life were in full gear, and suddenly, the

world changed drastically. COVID-19, scientifically known as "severe acute respiratory

syndrome coronavirus 2 (SARS-CoV-2), also known as the Coronavirus, spread rapidly

worldwide. The virus began in the fall of 2019 in China and spread quickly from person to

person (Dwinell, 2020). Countries worldwide began blocking visitors from entering and their

residents from exiting. Residents began self-quarantining, or mandated to stay inside their

homes and apartments, or fearing contracting the virus.

Higher education was abruptly altered because of the COVID-19 pandemic. Originally built on

a residential model where learning took place in a classroom and social needs were met

through clubs, athletics, internships, and community service – it was reduced to the size of a

computer screen overnight (Aoun, 2020). The decision to transition classes [online] was part

of an attempt at 'social distancing,' the practice of limiting large gatherings and in-person

contact to slow the transmission of the virus, called SARS-CoV-2 (Burke, 2020). With schools

closing, switching solely to online, restructuring classes, and cutting costs, some of the most

basic assumptions about college and college life have already been thrown out the door

(DePietro, 2020).

STUDY PURPOSE/RESEARCH QUESTIONS

This study examined the impact of academic integration and social engagement on student

persistence during the COVID-19 pandemic. The Kuh Student Engagement Theory (2003)

guided the study. This research was guided by the following questions (1) How did academic

integration impact the persistence of students at Historically Black Colleges and Universities

during the COVID-19 pandemic? (2) How did social engagement impact the persistence of

students at Historically Black Colleges and Universities during the COVID-19 pandemic?

THEORETICAL FRAMEWORK/LITERATURE REVIEW

Student participation in education is not new. This study engagement hypothesis focused on

student- faculty interaction. Student involvement is crucial to academic performance, learning,

and perseverance (Kuh, et al, 2008; Pascarella and Terenzini, 2005; Kuh, 2008).

Page 3 of 28

116

Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 11, November-2023

Services for Science and Education – United Kingdom

The Kuh (2005b) Student Engagement hypothesis explained student learning and progress.

The theory highlighted how student perseverance, contentment, learning, and graduation

behaviors and traits explainsstudents’ performance. Teacher-student collaboration improves

academic performance. Positive student involvement and interaction boosts academic

dedication (Gregory, 2015). Educational activities may improve academic performance (Kuh et

al, 2008). Student engagement can be measured by time allocation on academic and

extracurricular activities, school resource and student participation in academic support

programs (Kuh, 2003; Laird, Chen & Kuh, 2008). Student involvement includes active and

collaborativelearning, academic challenges, enriching educational experiences, student-faculty

contact, and a supportive campus climate (Kuh, 2005b).

The Kuh (2003) Theory of Student Engagement has six premises about the experiential learning

theory, each addressing a distinct component of how experiences are transformed into new

knowledge (Kolb, 1984; Kolb & Kolb, 2005). First, education is continuous, and schools should

focus on engaging studentsto enhance educational results (Kolb & Kolb, 2005). Second, all

learning is relearning when students arepermitted to analyze and revise their ideas about a

topic. The third premise argues that to learn, one mustbe able to solve difficulties, which means

that a student debate that leads to reflection enhances the educational process (Kolb & Kolb,

2005). Fourth, student cognition is interwoven with thinking, experiencing, and seeing during

learning. This notion of learning is comprehensive adaptability. The fifthpremise asserts that

synergistic interactions create learning by integrating fresh experiences with old beliefs. The

sixth premise involves information generation and social knowledge growth (Kolb & Kolb,

2005).

Figure 1: Student Engagement Theory

Source: Adapted from Kuh (2001).

In the Theory of Student Engagement, Kuh attempted to understand the student engagement

process. The underlying focus of his research included investigating why certain behaviors

occurred and the effects the behaviors had on student persistence (Metz, 2004-2005). This

theory helped identify the perceived impact that social engagement and academic integration

had on student persistence during the COVID-19 global pandemic.