Abstract
Student engagement is a critical factor in retention and success, particularly at Historically Black Colleges and Universities (HBCUs). This study explores the development and implementation of intentional programming designed to foster inclusion, leadership, and academic success at an HBCU in the southeastern United States. Using a student-centered approach, initiatives such as leadership conferences, study halls, and identity-affirming programs were developed to address gaps in student engagement. Through qualitative data collection and student feedback analysis, findings suggest that integrating student voices into programming enhances institutional responsiveness, strengthens campus culture, and improves retention. This study highlights best practices, challenges, and implications for student-centered programming in higher education.
Biography
Jason D. Etheridge, M.Ed., is a higher education scholar-practitioner. His work centers on student engagement, student voice-driven program development, and retention at HBCUs. He is a doctoral candidate at East Carolina University studying equity-minded, student-centered campus interventions.
Recommended Citation
Etheridge, J. D. (2025). The Power of Intentional Programming: Amplifying Student Voices as a Catalyst for Student Engagement at HBCUs. Journal of Access, Retention, and Inclusion in Higher Education, 8(1). Retrieved from https://digitalcommons.wcupa.edu/jarihe/vol8/iss1/5