Literature concerning student engagement and its impacts on educational attainment for Black students at community colleges is vast. The experiences of Black students at community colleges are unique, and they vary based on gender given a long history of educational discrimination and exclusion faced by Black communities. Much of the existing literature with a focus on gender focuses on the Black male experience given a recent rise in Men of Color Success Initiatives (Brooms, 2018; Brooms, 2019; Cummins, 2014). With community colleges operating in a unique space as institutions that tend to serve low-income, first-generation, and students of color, they must make an added effort to actively engage their students in ways that lead to their success (Cuellar & Gandara, 2021; Harper & Kuykendall, 2012). To address gaps in the literature, this study specifically highlights the experiences of Black female community college students. While prior scholarship has shown that overall student engagement has experienced relatively very little change, such patterns have been impacted in recent years because of the COVID-19 pandemic encouraging more colleges to shift to digitalized forms of student engagement (Mozingo, 2020). This study examined student survey data from a community college call center and defined this site as a digital platform and compares it with CCCSE data to determine if digital student engagement platforms can help foster a sense of belonging. Additionally, this study provided the language to formally define digital student engagement and to emphasize the need for student success to be inclusive of sense of belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]