Introduction: Physical Activity (PA) is critical to the health and well-being of African American (AA) emerging adults, ages 18-25. Research suggests that AA college students engage in less PA than other racial/ethnic groups. Few studies have examined the impact of the collegiate built environment (CBE) on PA with this population, particularly related to marginalized racial group identity at a predominantly White institution (PWI).Using the Social Ecological Model (SEM) and Social Cognitive Theory (SCT), the purpose of this study was to explore ways in which the physical and social environment of a PWI impact PA among AA college students, with emphasis on barriers to and facilitators of PA.

Methods: This cross-sectional study took place at a large, rural PWI in the southeastern US. Participants wererecruited using purposive convenience sampling, based on identifying as Black/AA and in the age range 18-25. Seven focus groups, stratified by gender, were facilitated. The International Physical Activity Questionnaire (IPAQ) and a demographic survey were administered to participants prior to the focus groups. Focus groups were audio recorded and transcribed. Thematic coding was used to generate themes along with memo-writing occurring simultaneously. Two coders were used for intercoder reliability with an average of 0.95 intercoder agreement.

Findings: Twenty-nine participants (14 females, 15 males) completed this study. IPAQ results revealed small gender differences in PA engagement. Males presented to consistently engage in PA at high and moderate levels in comparison to females at low and high levels. Major categories of themes from the focus groups included: (1) perceptions of PA engagement, (2) motivators, (3) impediments, (4) racial identity, (5) environmental influences. Significant themes that influence engagement in PA included: participants’ fear of safety when exercising on campus at night or alone, feeling included in majority-white exercise spaces, and having peer and family support to encourage them to engage in PA.

Conclusions: Findings suggest multiple levels of influence, specifically interpersonal and community, that motivate AA to engage or not engage in PA. Results offer insight on the salience of racial identity barriers experienced when deciding to engage in PA and implications for inclusive program planning.