International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self-efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective-identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

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© 2015 Association of Leadership Educators

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