At Holland College, every student arrives with a story—but some journeys carry lessons that ripple far beyond the classroom. For Dean Marcus Ramos, an international student pursuing Journalism and Communication, the path to education was anything but linear. It was shaped by uncertainty, perseverance, and ultimately, a deep sense of belonging.
“The moment that shaped my journey,” Dean reflects, “is when I decided to go back to studying after the pandemic.” That decision, simple on the surface, marked the beginning of a transformative chapter. Arriving in Charlottetown, Dean sought guidance from the Immigrant and Refugee Services Association (IRSA), navigating what many international students experience: unfamiliar systems, unexpected barriers, and the question of where to begin again.
When told he was over age to return to high school, Dean pivoted. He enrolled in a GED program at Holland College—a choice that would test not only his academic ability but his resilience. “The biggest challenge I faced was my math exam,” he shares candidly. “I failed it multiple times—seven or eight times.”
For many, repeated setbacks can feel like a signal to stop. But Dean chose a different response. “Never give up and trust the process,” he says. This mindset became his anchor, carrying him through frustration and self-doubt toward eventual success.
Dean’s story reflects a broader truth about inclusive learning environments: success is rarely achieved in isolation. It is built through relationships, support systems, and communities that recognize potential even when students struggle to see it themselves.
“What helped me stay connected,” Dean explains, “is the people that I know—my instructors, my classmates.” He names educators and peers not just as academic supports, but as vital contributors to his sense of belonging. “Whenever I am in class, I feel like myself… they helped me grow and adapt to my new environment.”
This sense of belonging—so often discussed, yet deeply personal—takes on particular significance for international students with English as a second language. For Dean, it extends beyond cultural familiarity. “Belonging means being with the right community,” he says. “It’s not just your nationality—it’s your friends, your classmates, the people you consider family.”
In diverse college environments, this idea challenges us to think differently about inclusion. It is not simply about representation, but about connection. It is about creating spaces where students from all backgrounds feel seen, supported, and empowered to contribute.
Dean’s experience also highlights the importance of accessible supports. From counseling services to library resources, he emphasizes the value of engaging with what the college offers. “Take advantage of all the supports,” he advises. “They are there to help you succeed.”
But perhaps the most powerful aspect of Dean’s story is its quiet inspiration. Moving from the Philippines to Canada came with its own challenges—distance, adjustment, and the initial absence of community. “It’s really challenging, especially if you don’t have any friends,” he acknowledges. Yet through persistence and openness, he and his family built new connections and found their place.
His journey is a reminder that diversity within education is not just about who is present—it is about how people grow together. Each student brings unique perspectives, and when those perspectives are supported, they enrich the entire learning environment.
When asked what advice he would offer others considering a similar path, Dean returns to the principle that guided him: “Trust the process… don’t ever give up. It can be hard at times, but the reward can be fulfilling.”
As he prepares to graduate, his message remains grounded and clear:
“Do your best, never give up, and keep moving forward.”
In a college community striving toward inclusion, stories like Dean’s do more than inspire—they remind us what is possible when perseverance meets support, and when diversity is embraced not as a challenge, but as a strength.
Written by Sasha V. Nandlal,
Culture and Inclusion Advisor
This story is part of the Voices Project, a collaborative initiative between the Holland College Office of Culture and Inclusion and Holland College's Journalism and Communications Program. Additional stories from The Voices Project can be found on The Surveyor's Substack, which will return in October.
