Date

11-11-2026

Department

School of Communication and the Arts

Degree

Doctor of Philosophy in Communication (PhD)

Chair

Wesley Hartley (Wes)

Keywords

Black female college students, digital communication tools, academic success, uses and gratifications theory, socio-psychological communication tradition, higher education, historically Black colleges and universities, student success

Disciplines

Communication

Abstract

This exploratory qualitative study explored how Black female sophomore and senior students at North Carolina Central University (NCCU), a historically Black college and university (HBCU), described their use of digital communication tools in relation to their academic success and examined whether differences existed between the experiences of sophomore and senior students. While digital technologies have become integral in higher education, limited research has explored how Black female college students use these tools within culturally affirming educational environments. Grounded in uses and gratifications theory and the socio-psychological communication tradition, this study explored the motivations, meanings, and lived experiences surrounding participants’ use of digital communication tools. Data were collected through 24 semi-structured interviews with 12 sophomores and 12 seniors and analyzed using thematic analysis. Because the study compared the two groups at a single point in time, it was not longitudinal; the terms development and evolution in the themes reflect participants’ retrospective accounts and group differences rather than change observed over time. Four themes were developed from the data: (a) strategic use of digital communication tools, (b) development of self-regulated learning behaviors, (c) intentional versus passive media engagement, and (d) evolution of academic communication practices. Participants described using tools such as Canvas, email, YouTube, TikTok, Instagram, Google applications, calendar and reminder applications, and GroupMe as interconnected resources that supported organization, learning, communication, and the navigation of academic tasks. Sophomores more often described tactical and institutionally supported uses that addressed immediate academic needs, whereas seniors more often described intentional, integrated routines and confidence in managing their academic responsibilities. The findings provide theoretical, methodological, and practical implications for communication research, higher education professionals, and student success practitioners and may inform the future development of support practices in collegiate learning environments.

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