TPC Journal Volume 11 Issue 2

The Professional Counselor | Volume 11, Issue 2 179 India . . . so he searched the best universities in the U.S. with good scholarships for me . . . that was so helpful!” Bansal, a first-generation study abroad student, recounted that she sought support from her cousin who had recently completed his higher education as an international student in the United States. According to her, his perspective and experiences helped her prepare for the cultural and academic transitions involved with studying abroad: My cousin is also an international student here in the U.S. He gave me a lot of advice, so I was pretty prepared for the ups and downs. He advised, “Be flexible and open.” So, his experiences prepared me for the best and worst. Social Connections All participants discussed narratives of supportive and challenging moments as they built social connections in the United States. Their social connections were classified into two subthemes: support from Americans and an international student network . Within the subtheme of support fromAmericans , we noted that all participants experienced both positive and challenging interactions with local Americans. Jay, for instance, applied for a local host-family program through her campus initiative and sought their help in the early months. Although it has been over a year since she moved to the United States, her host family has continued to help her in multiple ways. “They showed me several shops and vegetarian restaurants . . . they’re still helpful to me and they are still treating me as their niece.” According to her, she made efforts to maintain her connection with her host family, as they taught her about social and cultural norms in the American South. Three participants received guidance from their American peers. For example, K. S. articulated that she found a strategy to overcome her limited English proficiency: “I built friendships with my American classmates. They’re really nice and helpful. They know . . . I can’t always understand what the professor is saying. After class, I asked them to send me their notes and they did.” However, A. Z. struggled to build a deeper relationship with her American counterparts, who she perceived to be less relational than people in her culture. She found them disinterested in getting to know her and her Brazilian heritage: “I want to make friends with American students . . . but Americans like to study on their own . . . maybe competition on grades. But Americans in my class usually don’t like to talk to me or other immigrants.” Building an international student network was another subtheme. All participants disclosed that they sought and offered extensive help to fellow international students. Fani, a student from Indonesia, shared that, “As an international student, we don’t really have family here. So, when I meet other international students, we kind of help each other.” Participants also offered practical aid to one another. M. F. employed her past experiences of navigating through a foreign country and offered guidance to younger international students: “This girl, from Jamaica, I invited her home for a home cooked meal. I help her with her big shopping once a month and let her use my car and Costco card. Just yeah . . . wanted to be helpful.” T. L. disclosed that she countered feelings of loneliness by developing strong bonds with her Chinese friends, who gave her a familial experience: We traveled a lot and, like to release your stress, you can hang out with a group of friends. And have some fun because they can get what you mean. . . . A sense like you have family here. Then they can give you that feeling.