Date of Conferral

2-10-2025

Degree

Ph.D.

School

Psychology

Advisor

Ethel Perry

Abstract

Black college students face unique challenges in achieving academic success, particularly when their unmet needs are not addressed adequately. The COVID-19 pandemic worsened these challenges for online learners in this group, impacting motivation and learning experiences. This interpretive phenomenological analysis explored the lived experiences of Black online college students and their perceptions of unmet needs during the pandemic. Despite numerous studies on Black college students during the pandemic, little literature has been focused on their perceptions of unmet needs. To understand their needs and experiences, this study considered internal and external influences based on Maslow’s hierarchy of needs and Rovai’s persistence model. Data were collected through semi structured interviews with five Black online college student participants. Data were analyzed using the steps outlined in hermeneutic analysis based on Smith and Nizza’s interpretive phenomenological analysis model. From the analysis, personal experiential themes were identified and then grouped to find group experiential themes. Five themes were identified: (a) technological challenges and support needs, (b) community and isolation, (c) impact on well-being and self-esteem, (d) motivation and engagement, and (e) challenges and support. Understanding perceptions of unmet needs among Black online college students during COVID-19 is essential for fostering a supportive learning environment that could empower academic success. The findings from this study have potential implications for positive social change that include addressing these needs to improve retention and academic success and providing resources to support these students effectively.

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