Date of Conferral

8-20-2026

Date of Award

August 2026

Degree

Ph.D.

School

Health Sciences

Advisor

Patricia Talbert

Abstract

The transition to college presents significant challenges for African American college students, particularly in developing effective study habits and maintaining healthy sleep behaviors that support academic success. Despite growing evidence linking sleep and academic performance, limited research has explored how African American students attending historically Black colleges and universities (HBCUs) perceive these experiences. The purpose of this qualitative case study was to explore the perceptions and experiences of African American college students regarding sleep habits, study habits, and academic performance. Guided by three research questions, data were collected through semi structured interviews with 12 African American students attending HBCUs in the Mid-Atlantic and Southeastern United States and analyzed using thematic analysis. Five themes emerged: (a) students adapted their sleep and study habits to meet academic demands; (b) structured routines supported both sleep and academic performance; (c) sleep deprivation negatively affected health and academic success; (d) competing responsibilities reduced time for sleep and studying; and (e) campus culture normalized inadequate sleep. The findings indicate that although students value sleep, academic, environmental, and cultural pressures often interfere with healthy sleep practices. Recommendations include implementing campus initiatives that promote sleep health, time management, and academic support. The findings support positive social change by informing policies and practices that improve student well-being, strengthen academic outcomes, and promote educational equity for African American students attending HBCUs.

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