Exploring HBCU Student Experiences in Campus Recreation Using the Social Ecological Model

Abstract

Chronic disease health disparities persist among Black individuals. Physical activity can help mitigate the onset and impact of chronic disease, and the adoption of health behaviors during undergraduate years can positively influence health later on. However, few studies have investigated Historically Black Colleges and Universities (HBCUs) campus recreation programming. Guided by the Social Ecological Model (SEM), this study examined campus recreation at an HBCU to better understand how multilevel factors influence participation in physical activity. A hermeneutic phenomenological approach was used to explore the lived experiences of participants engaged in campus recreation at a single HBCU. Eight Black undergraduate students participated in focus group interviews. The SEM framework guided analysis across the intrapersonal, interpersonal, organizational, and community levels of influence. Findings revealed that health and wellness were primary motivators for participation, while visibility concerns and lack of motivation presented intrapersonal barriers. Social relationships, early life environments, and peer influence shaped attitudes toward physical activity, whereas institutional structures and campus culture affected opportunities for engagement. Participants described limited culturally relevant programming and the absence of a perceived culture of wellness on campus but identified informal, peer-led activities such as “Sunday Funday” as meaningful spaces for connection and joy. Results suggest the importance of culturally responsive leadership and peer-delivered programming to promote physical activity and wellness at HBCUs. By centering cultural affirmation, social support, and structural accessibility, campus recreation programs may enhance Black students’ engagement in physical activity and contribute to advancing health equity within and beyond the HBCU context.