![[Paper] Gender, Human Development, and the Individual (GHI)](../../../../assets/md5images/206f681f8509df47da21deec75f3e58c.png)
Cultural Exchange and Personal Growth: A Phenomenological Study of Filipino College Students in Foreign Countries
Document Types
Paper Presentation
Research Theme (for Paper Presentation and Poster Presentation submissions only)
Gender, Human Development, and the Individual (GHI)
School Name
Berkeley School, Inc.
Research Advisor (Last Name, First Name, Middle Initial)
Astudillo, Alfonso III B.
Start Date
25-6-2026 10:30 AM
End Date
25-6-2026 12:00 PM
Zoom Link/ Room Assignment
Online - https://zoom.us/j/95274188371?pwd=bXhb7DQU3HQbLltdMsVaoT4A5iwGBr.1 Meeting ID: 952 7418 8371 | Passcode: research
Abstract/Executive Summary
This research investigated Filipino college students who chose to study abroad and the challenges they faced while adapting to a new cultural environment. Earlier studies have examined cultural differences and acculturation. This study highlighted the lesser explored role of social support systems in helping students adapt while retaining their cultural identity. It sought to understand students’ motivations for studying abroad, the coping strategies they employed, and the ways they maintained emotional well-being, with the goal of contributing to stronger and more responsive support systems for both students and their families. Findings show that Filipino college students frequently experienced homesickness, isolation, and emotional distress, particularly during their initial weeks abroad. To cope, students actively sought social interaction by joining activities, developing new hobbies, and forming friendships with fellow Filipinos. Family and peer support systems helped them build confidence, remain motivated, and lessened feelings of loneliness while having preserved cultural values. The study concluded that being an international Filipino college student involved significant psychological and emotional challenges, including stress, isolation, and difficulty adjusting to unfamiliar beliefs and lifestyles. Despite these difficulties, students relied heavily on social support for comfort, encouragement, and understanding, often preferring connections with peers who shared similar beliefs or backgrounds. Institutional support also played an important role through international student events, counseling services, information platforms, and organized retreats. Together, personal, social, and institutional support systems served as key protective factors that helped Filipino college students adapt successfully, balance academic and personal life, and maintain mental well-being while studying abroad.
Keywords
cultural differences; social support systems; abroad; Filipino college students; personal growth
Initial Consent for Publication
yes
Statement of Originality
yes
Cultural Exchange and Personal Growth: A Phenomenological Study of Filipino College Students in Foreign Countries
This research investigated Filipino college students who chose to study abroad and the challenges they faced while adapting to a new cultural environment. Earlier studies have examined cultural differences and acculturation. This study highlighted the lesser explored role of social support systems in helping students adapt while retaining their cultural identity. It sought to understand students’ motivations for studying abroad, the coping strategies they employed, and the ways they maintained emotional well-being, with the goal of contributing to stronger and more responsive support systems for both students and their families. Findings show that Filipino college students frequently experienced homesickness, isolation, and emotional distress, particularly during their initial weeks abroad. To cope, students actively sought social interaction by joining activities, developing new hobbies, and forming friendships with fellow Filipinos. Family and peer support systems helped them build confidence, remain motivated, and lessened feelings of loneliness while having preserved cultural values. The study concluded that being an international Filipino college student involved significant psychological and emotional challenges, including stress, isolation, and difficulty adjusting to unfamiliar beliefs and lifestyles. Despite these difficulties, students relied heavily on social support for comfort, encouragement, and understanding, often preferring connections with peers who shared similar beliefs or backgrounds. Institutional support also played an important role through international student events, counseling services, information platforms, and organized retreats. Together, personal, social, and institutional support systems served as key protective factors that helped Filipino college students adapt successfully, balance academic and personal life, and maintain mental well-being while studying abroad.
https://animorepository.dlsu.edu.ph/conf_shsrescon/2026/BoA_GHI/8
