TPC Journal Volume 11 Issue 2

180 The Professional Counselor | Volume 11, Issue 2 Academic Aspirations and Persistence Although IGSCs experience multiple stressors, all participants shared they were ambitious and keen on excelling in their education. As they persevered in their education, they experienced a deep sense of pride in their achievement. Experiences under this theme were categorized into three subthemes: academic persistence, pride in achievement, and ambition . The first subtheme was academic persistence . Participants disclosed that despite adversities, they were determined to excel in their education. M. F., a mother of two adolescent girls, was dedicated to completing her doctoral education: “I came here with two daughters . . . and being a doc student, it’s hard. But I have learned a lot in my program and grown a lot. I plan to successfully . . . complete the program in one to two years.” Similarly, for T. L., adjusting to U.S. classrooms meant getting used to the English-dominated, participatory culture in American classrooms: “The language barrier makes you feel like an intelligence barrier. The Americans speak so fast . . . it’s not easy. But I didn’t give up.” Three individuals also shared a sense of pride in their achievements. Thus, the second subtheme was pride in achievement . A. Z., for instance, shared her feeling of happiness and confidence as she performed well in her dissertation proposal defense: “When I finished my proposal . . . it felt so good that I did [it] on my own.” Participants also talked about how they viewed their educational journey as being composed of multiple milestones, and with each passing milestone, they experienced a renewed sense of achievement. Bansal explained, “It is a sort of an accomplishment, a feeling that ‘Yes, you did this,’ and you reach the end of the line finally, this is what you gain.” The third subtheme was ambition . Five participants reported that they were ambitious and sought out the strongest chances of succeeding in their respective careers. Cheryl admitted, “I want to get trained by the best . . . I want that stamp of approval . . . that I am getting the best training.” Personal Growth and Resourcefulness All participants’ study abroad experiences were dotted with several moments of growth and personal development. Participants’ experiences of overcoming obstacles were grouped into three subthemes, which were self-reliance, self-discovery, and use of campus resources . Three participants shared that they had come to rely on themselves and gained a deeper sense of confidence and self-reliance as a result of studying abroad. Bansal said that she gained a sense of efficacy and faith in her ability to cope with adverse situations: “Back in India . . . I would be afraid.” However, she said, “It [being an IGSC] shapes you in a way that now you don’t fear that I cannot conquer this. . . . if something comes up, I can deal with it. Now, I am strong. Mentally strong!” Participants recognized that even in the face of adversity, they believed they were capable of overcoming challenges as a result of the study abroad journey. Fani said that she had come to embrace her self-confidence and agency: “If I don’t have friends who help me, I can just figure it out by myself.” Four participants also discovered aspects of themselves as a result of studying abroad ( self-discovery ). Jay shared that her identity was “revealed” as a result of studying in the United States and being away from her family: “When I came to a new place, I needed to start explaining about myself. And I got to understand myself and my culture, and all the strengths I have.” Under the subtheme of use of campus resources , participants, including Cheryl and M. F., noted that they took on the responsibility to ensure they built supportive networks in the community and strong