Introduction
Navigating graduate school is rarely a linear path, and for international students, the journey often requires balancing the demands of academic rigor with the realities of cultural adaptation, like acculturation stress. When these challenges are combined with the responsibilities of a graduate assistantship, the experience becomes both a proving ground and a catalyst for personal growth and transformation. In this article, I reflect on my transition from Ghana to the United States and the lessons learned while serving as a graduate assistant in Student Accessibility Services. Through moments of uncertainty, growth, and resilience, I offer insights into how optimism, adaptability, and intentional relationship-building can help new paraprofessionals thrive in unfamiliar environments. My goal is to spark conversations about how student affairs practitioners and graduate preparation programs can better support emerging professionals, especially those navigating multiple cultural, academic, and professional transitions simultaneously.
First Impressions and Reality Checks
My passion for student support began with my desire to become a teacher, someone who would always be there to help students get the very best out of their educational experience, just as many committed educators had done for me. This passion deepened when I served as a Teaching Assistant at the University of Cape Coast after completing my undergraduate degree in education. In that role, I had the privilege of mentoring students, supporting them through academic challenges, and experiencing firsthand the impact of being present for those I served.
When I began planning to study abroad, the United States quickly became my top destination because of how well its student affairs programs are structured. I was drawn to the opportunities for growth through internships, conferences, and graduate assistantships that bridge theory and practice. Canisius University stood out to me, not only for its strong academic foundation but also because of the supportive faculty and staff I encountered throughout the application process. They responded to my emails with care, offered guidance, and provided detailed information that made my journey as an international student much easier. The testimonials of friends who had begun their studies at Canisius praising the close-knit and welcoming community further affirmed my choice. That reassurance gave me confidence that I would find the support I needed when I moved to the U.S. to pursue my graduate studies, and I can confidently say I never regretted choosing Canisius University. The experience shaped me both personally and professionally, laying the foundation for my continued commitment to equity and belonging in higher education.
Moving from Ghana to the United States on a bright Thursday afternoon, I arrived with high hopes and the warm wishes of family, friends, and mentors. Studying abroad had been a dream, and I imagined life in America as smooth and glamorous, like in the movies. Yet, beneath the excitement lingered one question: How would I manage the demands of graduate coursework while excelling as a graduate assistant? The reality hit me quickly. The unfamiliar weather in Buffalo, New York, the academic system, and cultural differences caught me off guard. Balancing assistantship responsibilities with life in a new country proved challenging.
Learning to Proactively Ask for Help
In my role at Student Accessibility Services, I received thorough training from supportive supervisors. Alongside these were general graduate assistantship training, where I usually sat in the front, taking notes and ensuring I did not miss a single detail. However, once the semester began and my role was in full gear, with students coming in for intake meetings, mentorship sessions, and test scheduling, I quickly realized that formal preparation alone was not enough.
Early on, I learned the value of proactively seeking guidance. Initially, I saw asking for help as a weakness, but I later realized it was a strength that enhanced my effectiveness. When I struggled to navigate early interactions with students and faculty, I reached out to my supervisors, who walked me through the office’s procedures again. This support accelerated my learning and boosted my confidence, equipping me with the knowledge I needed to succeed in my role.
I recall that one of my primary responsibilities as a graduate assistant was assisting students in scheduling their tests and exams to be proctored in the Testing Center, which fell under the purview of the Student Accessibility Services office. At times, I struggled to hear students clearly- as native English Language speakers, some spoke very fast, which was challenging for me to follow. At other times, my own African accent made it difficult for students to fully understand me. These communication barriers occasionally impeded my work.
To address this challenge, my supervisors advised me to always politely ask students to repeat themselves when needed. In situations where I had difficulty typing students’ names correctly for scheduling, I learned a simple but effective strategy: requesting their student ID cards. This approach made the process much easier and reduced miscommunication, allowing me to support students more effectively while building my confidence in communication.
Building Relationships, Confidence, and Resilience
Student affairs thrives on collaboration, and my growth underscored this interdependence. As a graduate assistant in Student Accessibility Services, I built meaningful relationships with supervisors, peers, and campus stakeholders. Small acts of professional courtesy, such as remembering names and titles, fostered trust and camaraderie. I engaged professors who visited the office to drop off or pick up exams in conversations that helped me connect with them better. Networking beyond my immediate office through LinkedIn and professional conferences expanded my perspective and support system.
Despite making connections, challenges persisted. Buffalo winters were harsh, my workload became intense, and acculturation stress tested my resolve. At times, I was tempted to quit. Resilience became my anchor. Research by Friborg et al. (2003) and Ungar (2008) found that resilience is not merely enduring hardship but accessing and using psychological, social, cultural, and physical resources to enhance well-being. This scholarship aligns with my own experience. I reminded myself that my assistantship was not just a job; it was preparation for the career I envisioned.
Adopting a growth mindset, I learned to view challenges as opportunities. At the start of my graduate assistantship, I quickly recognized that my understanding of disability-related issues was limited. I wanted to move beyond simply facilitating accommodations and truly understand the diverse experiences of students with disabilities. Taking initiative, I immersed myself in learning about the barriers these students face and the strategies that can foster their success.
As part of this work, I gained practical experience with assistive technologies such as Glean.
Glean, now rebranded as Genio, is a note-taking software that helps students and users effectively organize information. It offers several useful features, including audio recording, audio transcription, and the ability to import presentations and documents. The feature I liked most and often encouraged students to explore was the “Quiz Me” feature, which allows for self-assessment of organized content. This proved especially helpful for students when preparing for tests and examinations. I held regular meetings with students who used the software, offering technical support to ensure they could maximize its features effectively. This commitment eventually shaped my master’s thesis, where I explored how disability support services can foster a sense of belonging among college students with disabilities. My thesis findings highlighted how tools like Glean, when paired with intentional support from accessibility offices, can significantly enhance students’ ability to take notes during instruction, organize information in alternative formats, and ultimately feel more supported in their academic journey.
What began as an area where I had little knowledge has now become a central scholarly pursuit. My deepened interest in disability and higher education became a strong research focus in my doctoral applications and ultimately contributed to my acceptance into the Ph.D. program in Higher Education at the University of Arizona. What started as a gap in understanding has grown into a lifelong commitment to advancing equity and belonging for students with disabilities in higher education.
Professional Networking
I have undoubtedly valued the importance of building and maintaining professional networks in the field, as the success stories of others both inspire and provide solid ground rules for emerging professionals. I have transitioned my networks beyond simple introductions, such as expressing interest in what experienced professionals are doing, taking pictures, or posting on social media. Instead, I have sought to develop these connections into intentional, working and mentoring relationships that are nurtured for growth and effectiveness, benefiting both mentors and mentees. I have found such mentorship opportunities in my own institution or beyond my specific campus.
I strategically sought opportunities for growth beyond my institution. Within my first year, I attended the Ignatian Family Teach-In for Justice 2024 National Convention in Washington, D.C., as one of four fully funded student representatives from Canisius University. It was an incredible opportunity to meet professionals passionate about social justice and equity, areas that I deeply care about. I also enjoyed visiting iconic places like the White House and other historic sites.
Later, I attended the College Student Personnel Association (CSPA)-New York Conference in Saratoga Springs, New York. This experience exposed me to various functional areas in the field. Listening to professionals share their stories of breakthroughs and setbacks was inspiring. I intentionally built relationships with some of them, who have since become lifelong mentors and colleagues who have shaped many facets of my personal and professional journey.
In my second year, I attended the 2025 National Association of Student Personnel Administrators (NASPA) Conference in New Orleans, Louisiana, where I met a mentor who continues to support me through monthly one-on-one meetings. These conversations gave me valuable insights, encouragement, and a sense of community. A fun fact about the conference is that I volunteered as Keynote Seating and Directional Assistance, which was a cool experience that allowed me to connect with other professionals.
My 2024 summer internship with Brown University’s Pre-College Program was another transformative experience. There, I developed my confidence, knowledge, and skills in supporting students in the area of housing and residential life. I served as a Housing Operations Coordinator, which was new to me, while building relationships with outstanding mentors and supervisors. Brown University became a second home, with a community that was both supportive and inspiring. By the end of my summer internship, my confidence had grown exponentially. I realized that support from training, supervisors, and mentors was crucial, but equally important was believing in myself. Others could only trust me if I first trusted myself.
The Role of Self-Care
Seeking help from my growing network, supervisors, and peers remained one of my most effective resilience strategies, but self-care also became non-negotiable. Without boundaries, even the most passionate professionals risk burnout. Prioritizing rest and balance allowed me to return to work energized and better equipped to support others. I made sleep a priority and allowed myself to let go of daily frustrations. I engaged in fun activities with friends, such as watching movies or series (though I often fell asleep before the first episode ended). I visited friends, went shopping, and found ways to destress. These practices sustained my well-being and restored my ability to contribute meaningfully to my role.
Strategies for Growth and Resilience
From these experiences, I developed practical strategies for personal growth and resilience:
- Approach challenges with optimism. I always see obstacles as opportunities to learn rather than threats to success. I never let challenges break me. I approach challenges with my calm demeanor and infectious smile, which help me navigate them effectively and are instrumental in my success as a graduate assistant.
- Maintain flexibility and adaptability. I am very open to change and ready to adjust strategies as circumstances evolve. I consistently ask questions to supervisors, colleagues, and friends about processes, procedures, food, culture, and practices that are completely new to me. I am always ready to respect the identity of people, including students, colleagues, supervisors, and others I encounter. I also educate people about my identity and what makes me unique as an international student.
- Prioritize “life-work” balance. I have always taken a twist on the term “work-life balance.” I believe that one’s life matters first, within which one goes about their work. Hence, it is important to rethink the concept of “work-life balance” as “life-work balance.” Prioritizing life and well-being first allows you to be effective in your role as a graduate assistant. In sum, protect time for rest and personal activities to sustain long-term effectiveness.
- Seek support proactively. Many people are available to help prepare and support you for success. Supervisors, colleagues, and other staff in and out of your office are always ready to help. Tap into the knowledge and experience of supervisors, mentors, and peers to navigate challenges proactively, and you will stay on top of your role as a graduate assistant.
- Build strong professional relationships. Intentionally build connections from conferences. In other words, don’t just connect with professionals on LinkedIn and leave it at that. Reach out and continue to find ways to stay connected. On campus, don’t go to an office without letting people know your interests and aspirations. These individuals will support you with advice, resources, and encouragement. Cultivate networks that provide guidance, shared learning, and a sense of community.
Conclusion
My journey from Ghana to the United States as a graduate assistant has been one of constant learning about my field, others, and myself. Resilience is not a fixed trait but a skill strengthened through practice, reflection, and community. By embracing challenges with optimism, adapting to shifting demands, seeking guidance when necessary, and prioritizing self-care, I found ways to thrive in an unfamiliar environment. These strategies shaped me into a more confident and capable professional. As graduate assistants, we are not merely fulfilling job descriptions; we are laying the foundation for our future roles as leaders, mentors, and advocates in higher education. I hope these reflections inspire others, especially those navigating new cultural and professional landscapes, to view each challenge as an invitation to grow and to persist, knowing they are not alone in the journey.
Questions for Discussion
- In what ways can supervisors create spaces that normalize seeking help as a sign of professional strength rather than weakness?
- How does resilience manifest differently across cultural contexts, and how can student affairs professionals leverage this diversity in campus support structures?
- What strategies can ensure self-care and work-life balance are not overlooked in high-demand graduate assistantship roles?
Author Biography
Enock Atta-Sah Nimfour (he/him/his) recently earned his M.S.Ed. in Higher Education Leadership and Administration from Canisius University in Buffalo, New York, where he served as a graduate assistant in Student Accessibility Services. Currently at the University of Arizona, he is pursuing a PhD in Higher Education. His research focuses on fostering a sense of belonging for underrepresented students, particularly those with disabilities, students of color, and international students. He is passionate about advancing equity-centered practices that promote the success of all learners.
References
Friborg, O., Hjemdal, O., Rosenvinge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: What are the central protective resources behind healthy adjustment?
International Journal of Methods in Psychiatric Research, 12(2), 65–76.
Ungar, M. (2008). Resilience across cultures. British Journal of Social Work, 38(2), 218–235.