| This study focused on leadership involvement and cross-cultural adjustment experiences of two undergraduate international students in order to better understand how international students become involved at the leadership level, become adjusted to living in the U.S., and to determine any relationship between leadership involvement and adjustment. Research indicates a positive impact of student involvement on cognitive and affective college student outcomes, indicating an even greater impact on student development as a result of leadership involvement. But few studies have examined international student involvement, much less at the leadership level. Results of adjustment surveys also consistently indicate positive international student rankings of the factor “social interaction with host nationals,” with the interaction always limited to leisure or recreational activities. One of the main purposes of this study was to examine other ways that international student leaders might demonstrate involvement in order to expand the meaning of the social interaction factor and determine a possible relationship with adjustment.; An Indian female computer science major and a Nigerian male mechanical engineering major constituted the participants. Diversity in gender, ethnicity, nationality, and class standing were the selection criteria. Phenomenology and case study formed the theoretical and methodological frameworks used in this study. Data were obtained through participant observations of student leaders conducting planning meetings for culture-sharing events or mentoring new international students, individual and group semi-structured interviews, examination of resumes as written documents, and electronic mail dialogue.; The cross-case findings indicated social and academic leadership involvement as officers of cultural events or organizations, mentors of new international students, and teaching assistant or group leader for design projects. Three themes emerged as influences and strategies affecting both leadership involvement and adjustment experiences: maintaining family/cultural values, creating similar culture networks, and enhancing persistence through strong parental support, pep talks and religion, and excellent communication skills. Four themes emerged to support a relationship between leadership involvement and cross-cultural adjustment: constant change affects both student leaders and new students; involvement enhances adjustment; adjustment must come before leadership involvement; and international student leaders mentor new students not only through the adjustment process, but also through the leadership involvement process. |
