scholarly journals Mentors that Matter: International Student Leadership Development and Mentor Roles

2019 ◽  
Vol 9 (1) ◽  
pp. 97-110 ◽  
Author(s):  
Tricia R Shalka ◽  
Chloe S Corcoran ◽  
Brian T Magee
Keyword(s):  
Leadership Development ◽  
International Students ◽  
International Student ◽  
Student Leadership ◽  
The United States ◽  
Socially Responsible Leadership ◽  
Socially Responsible ◽  
Student Leadership Development ◽  
Using Data ◽  
Development Outcomes

Leadership development has been identified as an important outcome of higher education in the United States.  However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts.  Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students.  Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.  

College Student Capacity for Socially Responsible Leadership: Understanding Norms and Influences of Race, Gender, and Sexual Orientation

NASPA Journal ◽  
2009 ◽  
Vol 45 (4) ◽  
Author(s):  
John P Dugan ◽  
Susan R Komives ◽  
Thomas C. Segar
Keyword(s):  
College Students ◽  
Sexual Orientation ◽  
Leadership Development ◽  
The United States ◽  
Black College ◽  
Future Research ◽  
Responsible Leadership ◽  
Socially Responsible Leadership ◽  
Socially Responsible ◽  
Social Change Model

This study examined college students’ capacities for socially responsible leadership using theoretical measures grounded in the social change model of leadership development (HERI, 1996). Findings represent responses from 50,378 participants enrolled at 52 colleges and universities across the United States. Students scored highest on the leadership construct of commitment and lowest on the construct of change. Specific attention was paid to the unique influences of race, gender, and sexual orientation. Women college students scored significantly higher than men on seven out of eight leadership measures. Complex findings associated with race reflect highest scores among African American and Black college students and lowest scores among Asian Pacific American college students. No significant differences emerged related to students’ reported sexual orientations. Results are interpreted in the context of higher education and student affairs practice along with suggestions for future research.

The Extent and Risk of Violent Victimization Among International College Students Enrolled in the United States: A Gendered Analysis

2016 ◽  
Vol 33 (19) ◽  
pp. 3053-3073 ◽  
Author(s):  
Leah E. Daigle ◽  
Chrystina Y. Hoffman ◽  
Lee M. Johnson
Keyword(s):  
United States ◽  
College Students ◽  
International Students ◽  
International Student ◽  
Multivariate Analyses ◽  
Health Assessment ◽  
The United States ◽  
Violent Victimization ◽  
International College ◽  
Using Data

Although the risk of being violently victimized in college has been established for college students in the United States in general, this risk has not been explored for international college students. Using data from the Fall 2012 National College Health Assessment Survey, the extent to which international college students experience violent victimization is assessed. In addition, the risk factors for violent victimization for international students are compared with those for domestic students. Finally, in multivariate analyses, whether being an international student influences risk of violent victimization is examined and whether this relationship is moderated by gender is considered. Findings indicate that international students in general have lower risk profiles, in that they reported lower rates of drug use, binge drinking, being a first-year undergraduate student, and having a disability. Multivariate analyses, however, revealed that being an international student reduces the odds of violent victimization among only females.

Suicidal Ideation Among International Students: The Role of Cultural, Academic, and Interpersonal Factors

2021 ◽  
pp. 001100002110024
Author(s):  
Andrés E. Pérez Rojas ◽  
Na-Yeun Choi ◽  
Minji Yang ◽  
Theodore T. Bartholomew ◽  
Giovanna M. Pérez
Keyword(s):  
International Students ◽  
Suicidal Ideation ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Cross Cultural ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Using Data

We examined two structural equation models of international students’ suicidal ideation using data from 595 international students in two public universities in the United States. The models represented competing hypotheses about the relationships among discrimination, cross-cultural loss, academic distress, thwarted belongingness, perceived burdensomeness, and suicidal ideation. The findings indicated there were direct, positive links between discrimination, cross-cultural loss, and academic distress to perceived burdensomeness; a direct, positive link between perceived burdensomeness and suicidal ideation; and indirect, positive links between discrimination, cross-cultural loss, and academic distress to suicidal ideation via perceived burdensomeness. The only predictors that related to thwarted belongingness were cross-cultural loss and academic distress, and there were no indirect links to suicidal ideation via thwarted belongingness. In fact, with all other variables in the model, thwarted belongingness was unrelated to suicidal ideation. Finally, academic distress was directly related to suicidal ideation. We discuss implications of the findings.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

“We See the World Different Now”: Remapping Assumptions About International Student Adaptation

2019 ◽  
pp. 102831531986136
Author(s):  
Tiago Bittencourt ◽  
Christopher Johnstone ◽  
Millicent Adjei ◽  
Laura Seithers
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Academic Culture ◽  
The United States ◽  
Cultural Norms ◽  
University Campus ◽  
Cultural Negotiation ◽  
Personal Transformations ◽  
Group Members

Student mobility has become a key feature in the drive toward internationalization of higher education in the United States. International students contribute to the academic culture of universities, yet, often face isolation, discrimination, and experience difficulties transitioning to new environments. As a result, conational networks have formed to provide support to international students in foreign institutions. This article examines the different ways membership in a conational support group mediated international students’ experiences in a university campus. Contrary to theories that suggest insularity such as fortressing and cultural enclaves, our findings suggest that conational groups are sites of creative potential where group members are consistently forging complex assemblages between norms that are familiar and experiences that are new. Although significant personal transformations ensue as a result of these assemblages, they are occurring in a setting and a pace that is determined by group members and perceived to be safe. We argue that conational groups should not be conceived as static spaces that reproduce cultural norms, but rather as sites of contestation and cultural negotiation. Based on these findings, we question whether “integration” should be a guiding institutional logic for international student engagement, suggesting instead an approach based on the concept of “inclusion.”

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