By Blessing Awuyeh, MA 2025, Department of Communication Studies, Ball State University

When Expertise Meets Reality

When I moved to the United States as an international student, I believed I was more than prepared for the transition. After all, I had spent several years working in the banking sector in Ghana. I knew how to manage money, explain financial products to customers, and even train interns. So, I did not expect to struggle when it came to personal finances in the U.S.

But I did.

Within my first few weeks, I signed up for a credit card during orientation. It was marketed as a tool to help me “build credit,” and it even came with a free T-shirt. I did not think much of it at the time. Months later, I found myself dealing with unexpected fees and realizing I had signed up without fully understanding how interest worked.

At first, I blamed myself. But as I started mentoring other international students, I heard similar stories. I realized this was not just about me. Many students were silently struggling with unfamiliar financial systems, cultural adjustments, and unspoken expectations. That experience inspired me to create something meaningful – two communication-based resources designed by an international student, for international students.

A Project Rooted in Lived Experience

As part of my graduate capstone project at Ball State University, I developed two original guides: the Financial Literacy Handbook and the Cultural Adaptation Resource Guide. My goal was to create tools that were not just informative, but relatable – tools that acknowledged the emotional and cultural realities behind the transition to life in the U.S.

To ensure the guides reflected real student needs, I created a national survey and shared it with international student groups, academic communities, and personal networks. The survey included both multiple-choice and open-ended questions, exploring themes like cultural adjustment, budgeting, classroom experiences, and institutional support.

What I received was more than data – it was a collection of stories. Honest, vulnerable, and often emotional reflections from students who had walked the same path I was on. Many shared feelings of confusion, isolation, and fear – but also resilience and hope. Their voices shaped every part of this project.

Financial Literacy: A Hidden Struggle

Among the survey responses, financial literacy stood out as the most urgent concern. Many students admitted they had little knowledge about the U.S. credit system, how to file taxes, or even how to budget on a student income. One student shared, “I signed up for a credit card just to get a free T-shirt – not realizing how interest works.” Another wrote, “Filing taxes as an international student is so confusing. I was scared I would make a mistake and get into trouble.”

These responses became the foundation for the Financial Literacy Handbook. The guide walks students through essential topics like budgeting, credit scores, student discounts, scams, and tax basics. But what makes it different is its use of stories. I introduced characters like Naa, a new student from Ghana, who is overwhelmed by phone plan options at the airport, and Daniel, who unknowingly signs up for a recurring gym membership.

Each section offers simple explanations, helpful tips, and reflective prompts – all framed in a way that feels familiar and honest. It is not just about teaching finance; it is about making students feel understood.

Cultural Adaptation: The Quiet Challenge

Alongside financial confusion, cultural adaptation emerged as another major theme. Students shared how difficult it was to understand American customs, classroom expectations, or even casual conversations. One student said, “It is hard to join conversations when you do not understand the jokes or slang.” Another confessed, “I felt like I was doing something wrong every time I spoke up in class.”

The Cultural Adaptation Resource Guide was created to address these invisible challenges. It explores topics like culture shock, language differences, classroom participation, homesickness, and how to ask for help. It also includes communication tips grounded in intercultural theory but written in a way that feels personal and supportive.

The guide reassures students that confusion is normal – and that they are not alone. It speaks to the emotional weight of transition, not just the practical steps.

What I Learned Along the Way

Working on this project changed how I think about support. It taught me that information alone is not enough – it is how we deliver that information that matters. The tone, the context, the examples, the care – all of that makes the difference between a student feeling empowered or defeated.

My training in Communication Studies reminded me that support is not just about solving problems. It is about creating connection. These guides were my attempt to communicate with care, using stories, real voices, and shared experience to build understanding.

A Hopeful Ending – and a Call to Action

This project has been one of the most meaningful parts of my graduate journey. I am deeply grateful to the Department of Communication Studies and the Rinker Center for Global Affairs for supporting student work that bridges theory and practice.

But more importantly, I hope this project inspires others. I hope faculty, advisors, and student leaders pause to consider how we are communicating with the international students in our care. Are our materials clear? Are they welcoming? Do they acknowledge the emotional journey alongside the academic one?

International students come with strength, resilience, and dreams. They should not have to figure everything out on their own. With thoughtful communication, we can help them not only adjust – but truly thrive.

If you would like to read or use these guides, or simply want to connect and share ideas, I would love to hear from you. Let us keep the conversation going – and keep finding better ways to support one another.