Transformative Learning: International Students in an American University

Based on the premise that international students bring their own cultural frames of reference, thisstudy's purpose was to understand how international students make meaning of new experiences and if in the process of making meaning of new experiences they experienced transformative learning. A qualitative multiple-case study in an American institution of higher education. Sample was one of convenience with participants from eight different countries and two different academic programs. Participants had full international student status for a minimum of one year, were speakers of English as a second language, enrolled in a graduate program, and were socialized in ways that were divergent from that of their American counterparts. Data collection included in-classroom and advising-sessions observation, analysis of journals kept by American students of their experiences with mentoring of international students, and two personal in-depth interviews. Analysis of data showed that although participants tried new meaning schemes no transformative learning occurred and participants did not critically reflect on their frames of reference.