Emotional Ability and Its Connection with Academic Performance: An Exploratory Study on HBCU Students Post-COVID

This study examines empathy in Black/African American undergraduate students at a Historically Black College (HBCU) after the COVID-19 pandemic. Prior research suggests empathy benefits communication, emotional well-being, and academic performance. However, less is known about student empathy, particularly among Black students at HBCUs. We surveyed 63 students to assess empathy using the Interpersonal Reactivity Index (IRI). Results showed variations in empathy dimensions, with empathic concern and personal distress negatively correlating with academic performance. These findings require further investigation with a larger sample size. The study contributes to understanding empathy’s role in academic success for Black/African American students at HBCUs.