American colleges and universities rely on a system of shared governance that includes the voluntary involvement of faculty to assist in the decision-making process. With a culture of democratic involvement and an expectation to participate in the democratic process generally, American citizens are accustomed to this type of involvement, regardless of whether or not they choose to participate. For citizens of other countries, however, this can be completely contrary to their conceptions of community involvement. In some countries, simply, there is no individual involvement in determining societal expectations, behaviors, or responses. Therefore, this study was designed to explore how citizens of those countries who have come to join US college and university faculty governance bodies exercise their right to involvement. Drawing on a sample of faculty who were socialized and originally from Mainland China, a survey of nearly 100 faculty was completed. Findings suggest that these faculty take their responsibilities on a faculty governance unit seriously and see their role as one of importance and based on their responsibility to the institution. The resulting conclusion of the study was that civic responsibility of immigrant groups, particularly those from non-democratic societies, can be polarized between the very involved and committed to those who are completely disengaged. (Contains 3 tables.)