A Dream Realized

When I first contemplated studying abroad, I knew it had to be a part of my college experience and something I wanted to check off my bucket list. However, as I began planning during my freshman year, I was uncertain whether my study abroad journey would focus on my major, my minor, or even an internship. It wasn’t until the second semester that I seriously considered Spain, among other Hispanic countries, as my study-abroad destination. I strategically aligned my general education classes to complete a Spanish minor, which further solidified my decision. 

Ultimately, I applied to the Spanish Studies in Granada program in June 2023, motivated in part by its affordability and the opportunity to immerse myself fully in the Spanish language within a city rich in historical significance—a perfect fit for my passion for history. Unlike more commonly chosen cities like Madrid or Barcelona, Granada promised a unique cultural experience. 

Initially, I envisioned my study abroad experience as a romantic adventure, filled with explorations of the city, friendships with Spanish and international peers, and a daily commitment to speaking Spanish. I had heard from friends about the ease of traveling across Europe, thanks to platforms like Omio and BlaBlaCar, which made it seem effortless to visit other countries. However, my experience led me to reflect critically on the nature of study abroad programs and the mindset often adopted by students—what Anthony Ogden, author and associate vice provost for global engagement at the University of Wyoming, describes as the "colonial student mentality.” This mentality embodies a sense of entitlement, where students view their host countries primarily as playgrounds for personal exploration rather than as rich cultures deserving of meaningful engagement and immersion. 

While my program provided valuable language instruction and cultural activities, I struggled a bit but ultimately succeeded in maintaining the balance between immersing myself in the rich culture and local activities in Granada and the allure of traveling to other countries. This reflection will explore my struggle to navigate this divide, the impact of my presence in Granada, and my commitment to fostering genuine connections with the local culture.

Understanding the "Colonial Student" Mentality

Ogden describes the "colonial student" mentality as a way of thinking where students view their study abroad destinations mainly as places for fun and self-exploration, rather than as communities to genuinely connect with. This attitude leads students to engage in familiar activities instead of diving deeper into the local culture and forming real relationships with residents. Essentially, it reduces rich cultural experiences to a checklist of sights to see and keeps social circles small and non-local, rather than fostering meaningful interactions. This mindset creates an imbalance, making it easy for students to overlook the complexities and/or nuances of the communities they’re temporarily a part of. 

I observed this mentality within myself and other study abroad students, whether in my program, on discussion boards in my study abroad class, or among other students studying in Granada. There was a tendency to stay within the “American” or study abroad student circles rather than venturing out into the local culture and communities of Granada to form local friendships. I admit that I embodied this mindset during the first few weeks of the program to get to know the cohort and gradually ease myself into the local culture. However, by the end of my first month, January, I had already made new local friends—people from Andalusia, the Galician region, France, Germany, Morocco, and more—through local groups related to dance, socializing, Bible study, and travel. This effort allowed me to successfully break away from the colonial mindset and immerse myself in the local culture.

Thriving in Cultural Immersion in Granada

Some of the many efforts I made to immerse myself in the local culture began with gauging my current connections at the University of Illinois to see if they knew anyone or had any kind of connection in Granada that I could meet up with, whether that be a previous study abroad student or an international friend. On campus, I’m part of a faith-based group called Bridges International, and conveniently, my directors in the program used to live in Spain, specifically Málaga. Bridges is part of a larger organization called Cru. As it turns out, there were similar sub-groups of Cru around Spain, including one in Granada called Agape, headed by Dziu and Garrick Roegner, who were also long-time friends of my Bridges directors, Ana and Joel Schrader. Once Ana connected me with them via email over winter break, I was one step closer to developing local connections and friendships, while also finding a way to engage in Bible study and locate a church. 

Another way I immersed myself was by going into random bars or pubs in the area and interacting solely with locals or other internationals who shared similar intentions. I also took a beginner dance class when I was there by myself, where I met other middle-aged participants. I saw this as an opportunity to befriend them and possibly get to know their kids, one of whom was a girl named Claudia, which provided a wholesome segue into interacting with the local culture. For instance, I learned about other “miradors” and traveled to different “barrios” of Granada rather than just staying downtown. I discovered great hidden spots and food places all over the city. Additionally, I volunteered for a community service activity every Wednesday, where I guest-taught a secondary school of 15-16-year-olds to speak English, which allowed me to make meaningful connections as well. 

I can’t necessarily speak to how my interactions with locals differed from those of other study-abroad students, at least not at the time. However, based on my research and a few observations of other students in and out of my program, it seems to be a significant struggle for many study abroad students to acclimate to the local culture and form meaningful local friendships. Factors such as intimidation, unfamiliarity, or even shyness can hinder the development of such connections, especially given the limited time we have. That said, I can confidently say that I overcame these challenges due to my personality, and I fully realized my capacity to make connections, even on a very unfamiliar and international level, during my time studying abroad. The Illinois in Spain: Spanish Studies in Granada program curriculum also helped, as it allowed for a minimal homework workload (at least on University of Illinois standards 😄) and no classes on Fridays, meaning I always had three-day weekends to strategically plan different local hangouts and activities. Sometimes, I think I did it too well; I left Granada with a Spanish family I can return to, local friends both domestic and international, and ultimately a sense that I built another life I could have genuinely stayed in if I weren’t a student.

Finding the Balance: Travel vs. Immersion

When considering my desire to travel during my program, I had initially planned two to three trips throughout the semester to places like France, Egypt, Morocco, and Germany. However, I intended to do these trips only during specific week-long breaks in the semester. I was aware of two breaks: “Semana Blanca,” a week off in late February, and “Semana Santa,” or Easter week, in late March. What I didn’t know, though, was that there is a concept called “puentes” in Spain. Essentially, if there’s a major holiday in the middle of the week, say Wednesday, the rest of the week gets canceled. This happened twice—first on February 28th, which was the Day of Andalucía, falling on a Wednesday, and then for Labor Day and the Cruces de Mayo, which were on Wednesday and Friday, respectively. So, I ended up with two week-long breaks and two five-day weekends, which I ultimately took as an opportunity to travel even more. 

To maintain my connection with the local culture in Granada, I made sure to limit my out-of-country trips to these longer breaks. On weekends and during the week, I focused on taking day trips to nearby cities and planning hangouts with my local Spanish friends, engaging in fun activities around the city. Some of these activities included hiking on local trails, trying new foods, going to karaoke, and dancing at different bars. This approach allowed for a nice balance between traveling and intentional interactions with my friends and family in Granada. 

By the first Puente, which came after the initial break, I remember asking my host mom whether I should be traveling as much as I was during these breaks or if I should stay in Granada. I had an internal conflict about whether I might be unknowingly treating my time in Granada as a “colonial experience,” as Ogden discussed. However, she told me something along the lines of that if she were my age, she would actually travel more, which echoed the sentiments of many of my local friends who encouraged me to “aprovecha todo lo que puedas.” While I hadn’t planned to travel more anyway, this sentiment solidified my decision to use the Puentes and week-long breaks for trips outside of Spain while reserving weekends for staying in Spain or taking small local trips.

Ethical Reflections on My Presence

Specific instances where my presence as a study abroad student affected my relationship with the local community were more positive than negative. For example, when I first met a friend named Claudia, the daughter of Pablo, one of my peers in the dance studio where I took classes, she brought one of her friends, Andrea, to meet me. I had initially told Pablo that I was looking for more Spanish-speaking local friends, and he referred me to his daughter. When we met at a local restaurant for tapas, I expressed my interest in both practicing my Spanish and making more local connections. As it turned out, they were also looking to practice their English and make more American friends, much less international ones. Thus, we spent the rest of our time together, and in our subsequent meet-ups, I spoke Spanish to them while they spoke English to me, allowing us both to learn and struggle in our respective ways. We still keep in touch, and I intend to visit them in the near future in Granada, Lord willing. 

Some ways in which the study abroad program could be redesigned to foster more ethical and reciprocal relationships with the local community could include implementing a buddy system. Pairing study abroad students with local students could create opportunities for deeper cultural understanding and friendships, leading to a more meaningful stay in the respective country, and gradually diminishing the “colonial student” mentality in the process. Additionally, incorporating and uplifting service-learning opportunities would allow students to engage with local organizations, helping them understand community needs and contribute positively. Granada currently has a service-learning opportunity in place, but it could be enhanced further. These changes could help bridge the gap between students and residents, promoting a sense of shared experience and reducing the “tourist” or “colonial student” mentality that often alienates locals. 

Reflecting on my time in Granada, I thoroughly enjoyed improving my Spanish and immersing myself in the local culture. However, there were certain times that I felt conflicted about my role as a foreign student. Despite the vibrant atmosphere and the friendships I formed, there was always some sort of concern that our presence as study-abroad students might unintentionally displace locals from their own spaces. Additionally, I recognized how our status as Americans, coupled with our spending habits, could foster a sense of envy, especially in a country grappling with economic challenges. For instance, I frequented a local coffee shop for breakfast or lunch, only to learn from my teacher, Nerea, that it was considered one of the more expensive options for food. My Syrian friend, Khaled, expanded on his journey and struggles as a refugee to Granada and told me how he viewed the United States as a paradise. My local friends often expressed the difficulty of securing employment in Spain, highlighting my fortunate position regarding job opportunities in the United States. These conversations prompted me to reflect on the economic disparities between us and the potential envy our presence could evoke, as we enjoyed resources and experiences that remained out of reach for many locals.

Looking Ahead: Committing to Meaningful Engagement

Overall, my cultural engagement during my time abroad has been exponential, leading me to realize that my capacity for intercultural communication and socializing on a global scale knows no limits. If there’s one approach I would take for my cultural engagement moving forward, it would be to continue what I’m doing while improving upon my current methods and personality in interacting with other cultures. I aim to be more aware of how I may subconsciously approach people from different countries, backgrounds, and ethnicities, whether they share my culture, are similar, or are entirely different. 

Reflecting on my study abroad experience, I recognize that my interactions were initially shaped by the "colonial student" mentality described by Ogden. Many of my peers and I gravitated toward familiar activities and groups, which created a divide between us and the local community in Granada. However, I took it upon myself to engage with the local culture more intentionally, fostering connections that allowed for a richer understanding of the community while also building my “social capital” as I plan to keep in touch and visit such friends in the future. 

Now, back home in the United States, I have become more intentional in my efforts to make friends from all over the world. As the Lead Ambassador for the GLOBE program in International Education at the University of Illinois, I embrace my responsibility to bridge cultural gaps but also help international students adjust to campus life. Additionally, I’m taking on a more prominent leadership role in my Bridges International faith-based group, and I am steadily expanding my language learning. I build upon my knowledge of English, Bisaya, Ilonggo, and Spanish through my Filipino and Hispanic friends while also making an effort to engage in Mandarin Chinese and Arabic conversations with my Chinese and Egyptian/Palestinian/Syrian friends.

Final Thoughts

As I reflect on my time in Granada, I realize that my study abroad experience has become far more than I ever expected. My main objective was to improve my Spanish, immerse myself in the culture, and focus on my classes. But by the end of the program, I not only gained fluency; I built a life—a life in a city I had only read about in history books. My goal of setting aside my habits and customs led me to discover new talents, hobbies, and ways of thinking, giving me a clearer sense of who I am and where I belong in this world. Granada gave me more than language; it gave me a community, a routine, and lifelong friendships. 

To my friends in Granada and beyond, this is not a goodbye, but a hasta luego. Thank you for the laughter, the lessons, and the unforgettable memories—from watching sunsets at nearby miradors to dancing at local ferias. I am forever grateful for María, my Spanish mother, and my wonderful host family, Alba and Guille. You welcomed me with open arms, and your kindness made Granada yet another home in my life. 

The true souvenir of my time here is not something I can hold in my hands but the love for a language, a city, and its people. I am staying committed to fostering the connections I made and continuing to engage with diverse cultures, promote understanding, and care for all cultures as I return home. I will carry the lessons learned in Granada into my future endeavors, ensuring that the experience shapes how I engage with the world and approach the complexities of cultural exchange. 

"Graná, tierra soñada por mí," I will carry your spirit with me always. Un cachito de Graná estará siempre en mi.