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Euro Summer, Fitting In And My Own Cultural Identity

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  Published in Health and Fitness on Sunday, October 5th 2025 at 15:29 GMT by Her Campus
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Fitting In, Finding Out: A UConn Student’s Journey Through a Euro Summer and the Search for Self

When most college students think about “summer programs,” the image that pops into mind is a beach in the Caribbean, a summer internship in Washington, D.C., or a volunteer stint in Africa. For Samantha Rivera, a junior from Stamford, Connecticut, the idea of a “Euro Summer” meant something entirely different – a week‑long crash course in the streets of Rome, a study of Spanish art in Barcelona, and the chance to confront her own cultural identity head‑on. Her story, featured on HER Campus in a UConn‑centric piece, chronicles how a handful of weeks abroad reshaped her sense of belonging, both on campus and at home.

The Hook: What Is a Euro Summer?

The article begins by explaining the concept of a “Euro Summer” – a UConn partnership program that sends students to various European universities for short, intensive courses. According to the University’s Office of International Education, the program offers “an immersive, low‑cost way for UConn students to experience a new culture and add an international perspective to their degree.” Students apply during the spring, and the best candidates are sent to partner institutions in countries ranging from Italy to Portugal. Rivera’s selection was a surprise; she had never applied to a foreign university before, let alone thought of traveling to Europe.

The Destination: A Multi‑City Tour

Rivera’s itinerary was ambitious. “The program starts in Rome, then flies to Barcelona, and ends in Lisbon,” she says. “It’s like a mini‑crash course in European history, architecture, and, of course, language.” The article provides a day‑by‑day snapshot: a morning lecture on Renaissance art in the Vatican, an afternoon workshop on Spanish guitar, and a night of tapas in Lisbon’s Alfama district. Rivera's personal notes highlight both the logistical nightmares (missed trains, language barriers, unfamiliar public transport) and the moments of serendipitous beauty – the scent of freshly baked bread in the market, the echo of a violin in a narrow alley.

The Cultural Clash

While the itinerary dazzled, the real challenge for Rivera was the cultural mismatch she experienced upon arriving. “The first night I stayed at a dormitory with other students, and I didn’t know how to greet people,” she recalls. “In the UConn classroom, we say ‘Hey’ or ‘What’s up,’ but over there they use ‘Buenos días’ and formal greetings that felt odd to me.” The article cites her feelings of isolation: she spent an entire evening alone, scrolling through Instagram, wondering if she’d ever fit in.

The piece uses Rivera’s experience to discuss the broader theme of “cultural identity.” The student is of mixed heritage – her mother is Dominican and her father is Irish – and her parents often discuss the “double‑identity” that shapes her worldview. Rivera says that being in a country where Spanish is spoken forced her to confront the Spanish side of her identity that had been dormant since childhood. “I realized that I’ve been hiding parts of myself because I thought my family would judge me,” she says. The article quotes the university’s multicultural center director, Dr. Angela Martinez, who explains how immersion programs can act as “a mirror for students to examine their cultural lenses.”

The Turning Point

The pivotal moment in Rivera’s trip came during a field trip to the Prado Museum in Madrid, where she watched a group of local students discuss the influence of Spanish culture on modern art. She realized that her identity was a tapestry of influences and that the key to belonging was not erasing a part of herself but weaving all of them together. The article describes Rivera’s “aha” moment in vivid detail – the smell of paint, the hum of conversation, and the sudden sense of connection to a culture that had always been part of her family stories.

She returns to UConn with a renewed sense of purpose. The article quotes her: “I came back to campus feeling more confident in who I am and more open to exploring new cultures.” Rivera also shares how she began volunteering at the UConn International Student Center, helping other students acclimate to campus life, especially those who are first‑generation or come from multicultural families.

How UConn Supports International Experiences

The article doesn’t stop at Rivera’s story; it offers practical information for readers who might want to embark on a similar adventure. The UConn Office of International Education offers a variety of programs beyond Euro Summer, including semester‑long exchanges, volunteer opportunities, and language immersion courses. The piece links to the office’s application page and lists key dates: the application deadline for the next Euro Summer is March 1, and interview dates begin in early February.

A sidebar in the article highlights resources for international students: the Center for Global Learning’s “Welcome Kits,” language tutoring programs, and cultural exchange events hosted at the International House. It also features a quick “FAQ” that addresses concerns about visas, health insurance, and housing. For students worried about the cost, the article mentions that UConn’s travel stipend and scholarships can cover a portion of the fees, and that the program is “budget‑friendly” compared to traditional study abroad options.

The Broader Implications

Rivera’s experience is more than a personal anecdote; it serves as a microcosm of how global experiences can shape identity, empathy, and academic growth. The article quotes Dr. Lisa Patel, a professor of cultural studies, who says, “When students step outside their comfort zones, they not only learn about another country but also about themselves.” The piece ends by encouraging students to “embrace the discomfort” and to view international programs as opportunities for self‑discovery.

Conclusion: From Fit to Flourish

In just 500 words, this article paints a vivid portrait of a UConn student’s whirlwind summer across Europe and the deep, lingering impact it had on her cultural identity. Rivera’s journey illustrates that fitting in is less about blending in and more about acknowledging the many parts of oneself. For anyone considering a similar program, the article provides not only a compelling narrative but also a practical roadmap: apply early, use campus resources, and, most importantly, let the discomfort lead to personal growth.

As UConn continues to expand its global partnerships, stories like Rivera’s remind us that the value of international programs lies not merely in the credits earned but in the ways they help students build bridges – both across continents and within themselves.