Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

Student leadership development programs have expanded in higher education; however, limited efforts have been made to understand the leadership development experiences of immigrant origin undergraduate students. The purpose of this basic qualitative study was to explore immigrant origin undergraduate students’ experiences building leadership skills while volunteering at a nonprofit community service agency. The Higher Education Research Institute’s social change model of leadership and Astin’s input-environment-output theory comprised the conceptual framework. The research questions addressed immigrant origin college students’ leadership experiences and the skills they developed as well as the types of support they identified as reinforcing their leadership experience and skills while volunteering with a nonprofit community service organization. Data were collected in semistructured interviews with 10 undergraduate participants who self identified as immigrant origin. All the participants were Muslim and represented six different countries. Data analysis through open coding resulted in the identification of three themes. The first two themes addressed the first research question: Participants described their leadership experiences as facilitating consciousness of self, and they gained skills and in communication and teamwork. The second and third themes addressed the second research question: They perceived that support for these gains came from teamwork and peer leaders. Findings could lead to positive social change by suggesting ways higher education professionals could design culturally sustaining spaces in higher education and foster a well-qualified diverse pool of graduates ready to step into leadership roles.

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