Abstract
Many educators and higher education administrators believe that leadership skills are a desired outcome of the undergraduate experience (Astin & Astin, 2000; Lucas, 1994; Shertzer & Schuh, 2004). While the importance of leadership development in higher education is well supported, research on how students perceive and define leadership is lacking (Logue, Hutchens, & Hector, 2005; Haber, 2011; Marcketti & Kadolph, 2010; Shertzer & Schuh, 2004). Furthermore, the research that is available on perceptions of leadership should be expanded to include and represent a diverse student body, as it has been shown that minorities' perceptions of leadership differ from those of the dominant White culture (Arminio et al., 2000; Haber, 2011; Lo, 2011). Dugan, Morosini and Beazley (2011) also suggest that the literature in college student leadership has not advanced to include attention to cross-cultural considerations.
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