This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates’ learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report greater levels of learning and development.
AgrestiA.FinlayB. (2009). Statistical methods for the social sciences (4th ed.). Upper Saddle River, NJ: Prentice Hall.
2.
Association for American Higher Education. (1998). Powerful partnerships: A shared responsibility for learning. Washington, DC: Author.
3.
Association of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, DC: Author.
4.
Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the national leadership council for liberal education and America’s promise. Washington, DC: Author.
5.
AstinA. W. (2004). Why spirituality deserves a central place in liberal education. Liberal Education, 90(2), 34-42.
6.
Baxter MagoldaM. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
7.
Baxter MagoldaM. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284.
8.
Baxter MagoldaM. B.CreamerE. G.MeszarosP. S. (Eds.). (2010). Development and assessment of self-authorship: Exploring the concept across cultures. Sterling, VA: Stylus.
9.
BennettJ. M.BennettM. J. (2004). An integrative approach to global and domestic diversity. In Handbook of intercultural training (pp. 147-165). Thousand Oaks, CA: SAGE.
10.
Boyer Commission. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Stony Brook, NY: State University of New York Press.
11.
BraskampL. A. (2010). Using the Global Perspective Inventory: Enhancing a global perspective on campus. Retrieved from https://gpi.central.edu
12.
BraskampL. A.BraskampD. C.MerrillK. C. (2009). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Retrieved from https://gpi.central.edu/index.cfm
13.
ChickeringA. W. (2008). Strengthening democracy and personal development through community engagement. New Directions for Adult and Continuing Education, 2008(118), 87-95.
14.
ChickeringA. W.BraskampL. A. (2009). Developing a global perspective for personal and social responsibility. Peer Review, 11(4), 27-30.
15.
ChickeringA. W.GamsonZ. F. (1991). Applying the seven principles for good practice in undergraduate education. San Francisco, CA: Jossey-Bass.
16.
ChickeringA. W.ReisserL. (1993). Education and identity. San Francisco, CA: Jossey-Bass.
17.
ChowP.MarcusR. (2009). International students in the United States. International Higher Education, 55, 13-15.
18.
ColbyA.EhrlichT.BeaumontE.StephensJ. (2003). Educating undergraduates for responsible citizenship. Change, 35(6), 38-48.
19.
ColbyA.SullivanW. M. (2009). Strengthening the foundations of students’ excellence, integrity, and social contribution. Liberal Education, 95(1), 8-12.
20.
CreamerE. G.LeeS.LaughlinA. (2006). Self-authorship as a framework for understanding life decision making among college women in Korea. Journal of Career Education Research, 19, 59-76.
21.
DeyE. L.HurtadoS. (2005). College students in changing contexts. In AltbachP. G.BerdahlR. O.GumportP. J. (Eds.), American higher education in the twenty-first century: Social, political, and economic challenges (pp. 315-339). Baltimore, MD: Johns Hopkins University Press.
22.
EngbergM. E.MayhewM. J. (2007). The influence of first-year “success” courses on student learning and democratic outcomes. Journal of College Student Development, 48(3), 241-258.
23.
EylerJ.GilesD. (1999). Where’s the learning in service learning?San Francisco, CA: Jossey-Bass.
GjerdeP. F. (2004). Culture, power, and experience: Toward a person-centered cultural psychology. Human Development, 47(3), 138-157.
26.
GurinP.DeyE. L.HurtadoS.GurinG. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72, 330-366.
27.
GurinP.NagdaB.(Ratnesh)A.LopezG. E. (2004). The benefits of diversity in education for democratic citizenship. Journal of Social Issues, 60(1), 17-34.
28.
GurinP.PengT.LopezG. E.NagdaB. A. (1999). Context, identity, and intergroup relations. In PrenticeD.MillerD. (Eds.), Cultural divides: Understanding and overcoming group conflict (pp. 133-170). New York, NY: Russell Sage.
29.
HoferB. K. (2004). Introduction: Paradigmatic approaches to personal epistemology. Educational Psychologist, 39(1), 1-3.
30.
HoferB. K. (2008). Personal epistemology and culture. In Knowing, knowledge, and beliefs (pp. 3-22). New York, NY: Springer.
31.
HoferB. K.PintrichP. R. (2001). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum.
32.
HongY.MorrisM. W.ChiuC.Benet-MartinezV. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55, 709-720.
33.
HuK. S.SchwartzR. A.GaylesJ. G.LiS. (2008). Reinventing undergraduate education: Engaging college students in research and creative activities. ASHE Higher Education Report, 33(4), 1-103.
34.
HurtadoS. (2007). Linking diversity with the educational and civic missions of higher education. Review of Higher Education, 30(2), 185-196.
35.
JohnsonD. W.JohnsonR. T. (2005). New developments in social interdependence theory. Genetic, Social and General Psychology Monographs, 131(4), 285-358.
36.
KashimaE. S.LohE. (2006). International students’ acculturation: Effects of international, conational, and local ties and need for closure. International Journal of Intercultural Relations, 30, 471-485.
37.
KeenC.HallK. (2008). Engaging with difference matters: Longitudinal student outcomes of cocurricular service learning programs. Journal of Higher Education, 80(1), 59-79.
38.
KeganR. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
39.
KingP. M. (2010). The role of the cognitive dimension of self-authorship: An equal partner or the strong partner? In Baxter MagoldaM. B.CreamerE. G.MeszarosP. S. (Eds.), Development and assessment of self-authorship: Exploring the concept across cultures (pp. 167-185). Sterling, VA: Stylus.
40.
KingP. M.Baxter MagoldaM. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46, 571-592.
41.
KingP. M.Baxter MagoldaM. B.BarberJ. P.BrownM. K.LindsayN. K. (2009). Developmentally effective experiences for promoting self-authorship. Mind, Brain, and Education, 3(2), 108-118.
42.
KingP. M.KitchenerK. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
43.
KingP. M.KitchenerK. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5-18.
44.
KnefelkampL. L. (2008). Civic identity: Locating self in community. Diversity & Democracy, 11(2), 1-3.
45.
KuhG. D.GonyeaR. M. (2005). Exploring the relationships between spirituality, liberal learning, and college student engagement. Bloomington, IN: Center for Postsecondary Research.
46.
KuhG. D.KinzieJ.SchuhJ. H.WhittE. J. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
47.
LoveP. G.GuthrieV. L. (1999). Kegan’s orders of consciousness. New Directions for Student Services, 1999(88), 65-76.
48.
MarkusH. R.KitayamaS. (2003). Culture, self, and the reality of the social. Psychological Inquiry, 14, 277-283.
49.
MooresL.PopadiukN. (2011). Positive aspects of international student transitions: A qualitative inquiry. Journal of College Student Development, 52, 291-306.
50.
NoddingsN. (2005). Educating citizens for global awareness. New York, NY: Teachers College Press.
51.
NoddingsN. (2010). Moral education in an age of globalization. Educational Philosophy and Theory, 42, 390-396.
52.
OlsonC.EvansR.ShoenbergR. (2007). At home in the world: Bridging the gap between internationalization and multicultural education. Washington, DC: American Council on Education.
OttR. L.LongneckerM. (2001). Statistical methods and data analysis (5th ed.). Pacific Grove, CA: Duxbury.
55.
PascarellaE. T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47, 508.
56.
PascarellaE. T.TerenziniP. T. (2005). How college affects students: A third decade of research. Indianapolis, IN: Jossey-Bass.
57.
PerryW. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart and Winston.
58.
PikeG. R.KuhG. D. (2006). Relationships among structural diversity, informal peer interactions and perceptions of the campus environment. Review of Higher Education, 29, 425-450.
59.
RifkinJ. (2009). The empathic civilization: The race to global consciousness in a world in crisis. New York, NY: Tarcher-Penguin.
60.
RogoffB. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
61.
RogoffB.LaveJ. (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
62.
SchweitzerB.MorsonG.MatherP. (2011). Understanding the international student experience. Baltimore, MD: American College Personnel Association.
63.
SpeckB. W. (2005). What is spirituality?New Directions for Teaching and Learning, 104, 3-13.
64.
SwanerL. E.BrownellJ. E. (2008). Outcomes of high impact practices for underserved students. Washington, DC: Association of American Colleges and Universities.
65.
TaylorK.HaynesC. (2008). A framework for intentionally fostering student learning. About Campus, 13(5), 2-11.
66.
TisdellE. J. (2008). Spirituality and adult learning. New Directions for Adult and Continuing Education, 2008(119), 27-36.
67.
TorresV. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of College Student Development, 44, 532-547.
68.
VygotskyL. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
69.
WainrybC. (2004). The study of diversity in human development: Culture, urgencies, and perils. Human Development, 47(3), 131-137.
70.
Wei ChenG. L.DuanmuJ.-L. (2009). Determinants of international students’ academic performance: A comparison between Chinese and other international students. Journal of Studies in International Education, 14, 389-405. doi:10.1177/102831530933149010.1177/1028315309331490
71.
YounissJ.YatesM. (1997). Community service and social responsibility in youth. Chicago, IL: University of Chicago Press.
72.
ZajoncA. (2003). Spirituality in higher education: Overcoming the divide. Liberal Education, 89(1), 50-58.
73.
ZhangL. F. (1999). A comparison of US and Chinese university students’ cognitive development: The cross-cultural applicability of Perry’s theory. Journal of Psychology, 133, 425-439.
74.
ZhangY.MiY. (2009). Another look at the language difficulties of international students. Journal of Studies in International Education, 14, 371-388. doi:10.1177/102831530933603110.1177/1028315309336031
75.
ZúñigaX.NagdaB. A.CheslerM.Cytron-WalkerA. (Eds.). (2007). Intergroup dialogue in higher education: Meaningful learning about social justice (ASHE-ERIC Higher Education Report No. 32[4]). San Francisco, CA: Jossey-Bass.
