A Seat at the Table, a Voice through the Arts: A Cross-Sectional Examination of Extracurricular Activity Involvement among Black College Students at HWIs

Black undergraduate students who attend historically White institutions (HWIs) experience stressors that may negatively impact their wellbeing. While participation in extracurricular activities (ECAs) in college has been positively correlated with favorable academic and psychosocial outcomes, few studies have specifically examined Black college student participation in ECAs. The present study aimed to explore Black undergraduate students’ perceptions of how their participation in ECAs, particularly performing arts ECAs, contributed to their wellbeing in the areas of academic achievement, psychosocial functioning, and identity development. A total of 52 students participated in this cross-sectional study, wherein quantitative and qualitative data was collected via surveys and semistructured interviews. Quantitative analyses were limited by low statistical power due to overall sample size and group imbalance, resulting in nonsignificant findings across all wellbeing outcomes. Thematic analysis revealed insights suggesting both positive and negative contributions of performing arts ECAs to Black students’ academic, psychological, psychosocial, and identity-related wellbeing. Findings from descriptive statistics, ANOVAs, and thematic analysis are detailed and interpreted within the framework of developmental assets, providing an integrated understanding of the data. Preliminary qualitative findings highlight the critical role of performing arts and culturally relevant ECAs in supporting Black student development and underscore the need for institutional policies and school psychological practices that foster equitable access to ECAs.