Reflections on Community, Belonging, and Academic Excellence: Perspectives of a Then-newcomer Student

Life as a then-newcomer student  

A few years ago, when my family and I uprooted from Manila, Philippines and permanently resettled in Nova Scotia, I experienced tremendous phases of cultural and environmental adjustment, internal challenges related to acculturation and integration, and other cross-cultural experiences. Upon reflecting on my life before moving to Canada, I realized that the majority of my concerns were associated simply with school; to make the most out of my education and get good grades so that I could secure a good job when I graduated. However, my experiences over the years as a then-newcomer [1]  student at Dalhousie taught me that encountering challenges related to culture, identity, and community would shape my path not only for achieving academic success, but also for navigating community and experiencing personal well-being.     

During my first few months at Dal, I remember asking myself, “Will I always stand out?” “How does class registration even work?” “Where can I reheat my lunch?” and “Who, where, and how do I ask for help?” Indeed, those experiences, doubts, and challenges permeated into my everyday life, which subconsciously shaped my university and learning experiences.  

Figuring things out  

While I tried my best to simultaneously adapt to a new society, work multiple part-time jobs to support myself, learn the ropes of university life, and maintain good marks, the constant juggle of adjustment eventually took a toll on my academic life and personal wellness. There came a point where I could not focus on classes because my mind was constantly wrapped up in trying to make sense out of what I was going through: getting accustomed to addressing my professors by their first names, using my computer to take notes rather than pen and paper, eating on my own during lunch breaks, and more.  

Further, I struggled to accept that my life, and particularly my experiences in school, would not be the same anymore. Although I came to Canada with my family, I still experienced culture shock and homesickness. I constantly compared life, my experiences at school, and who I was back home to my current reality – of being a stranger in an unfamiliar environment. Hence, I kept to myself a lot, struggled to make new friends, and avoided new ventures such as attending campus events or socials. Consequently, I felt isolated. I did not feel that I belonged anywhere and I struggled to separate myself from my identity as a newcomer. At the same time, I questioned and wondered whether I would ever feel ‘normal’ – accepted and included. I wanted to blend in and accelerate my adjustment so that everything would feel normal again. As a natural result of these experiences of isolation, my physical, emotional, and mental health also suffered, which impacted my performance at school.  

Discovering a sense of belonging and community  

Fortunately, my hardships as a then-newcomer student did not last forever. While I may not be able to fully articulate all my struggles and experiences in this blog post, I can confidently say that slowly, with time and patience, I eventually gained a sense of community, belonging, purpose, and fulfillment. For example, I found a supportive group of friends with whom I felt comfortable sharing my personal experiences. I also learned what works for me; I got into the groove of studying, working part-time, and constantly learning about the new environment and culture. Moreover, I learned to find ‘my place’ – my identity and sense of community and belonging, by exploring and joining different societies and campus groups that allowed me to discover, nurture, and share my passions and interests. I joined a dance club that allowed me to showcase my talent for dance, I took part in a society that sent me on a mission trip abroad, and I developed leadership skills in my role as a secretary in my program’s student society. All these simple, yet exciting ventures positively encouraged me to be and accept who I am.  

Over time, I also realized that meaningful relationships, experiences, and support networks made a difference in my learning experiences, adjustment, and sense of belonging. I realized how my interactions with my professors and the broader Dalhousie community shaped my sense and feelings of belonging and community. For instance, hearing some professors speak about issues related to racialized groups, when and if appropriate to class content or current events, helped me feel seen, heard, and acknowledged. Professors who encouraged respectful, fair, and judgement-free class discussions also motivated me to speak up in class and in turn, made me feel that I had something meaningful to contribute to their class. Finally, professors who were genuine, kind, and open to learning about my unique challenges and experiences either as a racialized or as a then-newcomer student, regardless of their own racial or ethnic background, contributed to my feelings of belonging and a sense of having a place in this university. Overall, these experiences slowly helped me navigate and thrive in school and in life.  

Moving forward and looking back  

Despite my initial struggles, my early experiences in Canada and in university taught me how to be resilient, independent, and hardworking, even if it meant experiencing isolation at first. At the same time, I realized that academic success was not simply about getting good grades.  Rather, it was also about nurturing my social well-being through campus connections and good relationships with professors, as well as experiencing a sense of belonging and meaningful community contribution – a feeling of being a part of something greater or purposeful, and finding something that energizes you despite challenges or current circumstances. Indeed, I discovered that such experiences of community and belonging motivated me to refocus and excel in school since they helped me gain a deeper sense of purpose.    

Looking back, I recognize my experiences of change, adjustment, and isolation as excruciating, but I also acknowledge them as sources of resilience and pride because my journey taught me to embrace change by appreciating what was around me and by simply enjoying life – by being open to new things, being kind to myself when I struggle or make mistakes, and trusting in my journey despite the unknown. Over the course of my academic life both locally and internationally, I never thought about how my sense of belonging and community would impact my academic life and personal well-being, but being at Dal convinced me that community and belonging are just as important as achieving academic excellence, especially as a then-newcomer student. Indeed, being myself, appreciating what is around me, having meaningful support systems and relationships, and seeing where life takes me turned out to be my keys to success for school and beyond.  

[1] I refer to myself as a then-newcomer student since I do not identify as a ‘newcomer’ (anymore). That is, during the early months of my immigration and resettlement in Canada, my experiences, then, could have been classified as ‘new’, but given the evolution of my everyday experiences in university and beyond, I no longer associate with the ‘newness’ of my status as an immigrant but rather, I identify more closely with my experiences as an immigrant and/or as a racialized person or student.