By Benjamin Michael Dadzie
My name is Benjamin Michael Dadzie, and I am from Cape Coast, Ghana. I received my undergraduate education at the University of Cape Coast, attaining a Bachelor of Education in social science with a major in economics and a minor in geography. After my undergraduate education, I had the chance to work as an administrative assistant at the College of Health and Allied Sciences at the University of Cape Coast. In that role, I supported administrative functions, helped coordinate events, and interacted with faculty and students, gaining valuable experience in the higher education environment. This experience influenced my decision to leave Ghana for the United States to pursue a master's degree in student affairs at Clemson University. My time at Clemson has been a remarkable experience marked by cultural adaptation and growth. My transition has brought challenges and opportunities that have very much shaped my short career in residence life.
The educational systems in Ghana and the U.S. differ slightly, particularly in structure, pedagogy, and the role of residential life. In Ghana, the focus is predominantly on academics, with less emphasis on the holistic development of students through residential life. Most higher education institutions in Ghana, including the University of Cape Coast, have limited on-campus housing, and most students live off campus. The existing residence halls are primarily seen as places to sleep, with little structured programming aimed at personal and community development.
In contrast, the American educational system significantly emphasizes the residential experience as a critical component of student development. At Clemson, the residential life program is designed to foster academic success, personal growth, community engagement, and leadership skills.
Cultural adaptation has been one of the biggest things for me coming here. Arriving from Ghana, the immediate and stark cultural differences required some shift in my interactions, academics, and lifestyle. In Ghana, the educational environment is often more hierarchical and lecture-based, whereas here at Clemson most of my classes emphasize participation, critical thinking, reflections, and collaboration. Adjusting to this new academic environment was very crucial for my success here. Beyond academics, cultural and social norms here in the U.S. presented opportunities and obstacles. I initially struggled with homesickness and isolation as this was the first time I was living alone and very far from the familiar comfort of my family and community in Cape Coast. However, the fact that I found myself in residence life and had access to many people to talk to at any time offered some respite. Participating in training, going to church regularly, and joining some organizations helped me bridge the gap while also allowing me to build friendships and a support network.
Understanding and embracing the diversity of working in residence life was another critical aspect of my cultural adaptation. In my role, I had to supervise residential community mentors (RCMs), formerly known as resident assistants, who came from different backgrounds, each with unique perspectives and experiences, and I had to quickly develop some new cultural competencies and learn to navigate and respect the differences within my department and my residential community.
One of my first hurdles was understanding the cultural context of student interactions and behaviors in my residential community. The way that residential community mentors communicate with students, resolve conflicts, and engage with those in authority differed significantly from what I experienced in Ghana. To shed more light on this, we do not have RCMs/RAs in Ghanaian residence halls. So coming to meet RCMs in the residential community was something completely new to me. The approach to conflict resolution and disciplinary actions required a deep understanding of cultural nuances to address violations fairly and effectively.
Through all my experiences, I learned the importance of resilience and adaptability. Embracing new experiences, seeking constant support, and having an open mindset were crucial as these things helped me to overcome the barriers. This adaptation journey, in a way, has enhanced my personal growth and equipped me with valuable skills to support and advocate for international students who may be navigating similar transitions.
One of the most daunting aspects of my role as a graduate community director was grappling with the residential experience model. In Ghana, student housing primarily focuses on knowledge about providing basic accommodation, so I was unfamiliar with the comprehensive and structured approach that defines the residential experience here in U.S. colleges.
According to Clemson’s housing website, the residential experience model “is a curricular approach to the learning that students experience outside of the classroom,” an approach that enhances student development through intentional programming, educational opportunities, and community engagement initiatives. When I first learned about this model, I was intrigued and overwhelmed. The curriculum’s broad nature was far from the residential life I knew. As I delved into applying the model to practice, I often struggled to understand its underlying principles and applications, and I still sometimes do. The expectations were very new to me, my learning curve was very steep, and there were moments when I felt out of my depth. I had to familiarize myself with many concepts like learning outcomes and engagement strategies, which were integral to the model but completely foreign to me.
As I reflect on my journey, a few important lessons come to me. First, it is impossible to overestimate the value of resilience and adaptation in negotiating cultural shifts. For me, embracing my new experiences, looking and asking for assistance, and being willing to absorb knowledge from others helped me overcome the obstacles I faced.
Second, it is paramount for international students to connect with other students and create a feeling of community. Whether volunteering, joining organizations, or going to conferences, building support networks improves the experience overall and lessens feelings of loneliness. I made very good friends and created new connections when I went to ACPA in March, and this has helped a lot.
Third, while international students need to adapt to new cultural and academic environments, it is equally important for supervisors and university staff to adapt by learning about the international students they supervise. This mutual adaptation can significantly ease the transition for international students. My supervisors at Clemson took the time to understand my cultural background when I arrived on campus, offering regular check-ins and tailored guidance, which made me feel supported and valued. This two-way adaptation was very effective in helping me familiarize myself with my new environment and setting me up for success.
Finally, a key lesson learned is the importance of real-world experience in enhancing academic learning. The value of practical experience in complementing academic learning cannot be underestimated. Being a graduate community director has provided ample opportunities for me to apply theoretical knowledge in the real world, considerably enhancing my skills.
In conclusion, every challenge I have encountered has been a launching pad for me to reach my goals. By sharing my experiences and coping strategies, I hope to provide other international students confronting similar challenges in U.S. residence life with useful advice. As I advance, I want to continue to build welcoming and supportive student settings by using my expertise to enhance student affairs, particularly residence life.
Benjamin Michael Dadzie is the graduate community director for the Shoeboxes Residential Community at Clemson University in South Carolina.