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We live in enormously polarised times. From politics to race, religion, gender and class, division runs rampant. In 2020, 40 percent of each political party said that supporters of the opposing party were downright evil. In 2019, hate crimes reached a ten-year high in the United States. One in five Americans suffers from chronic loneliness, with teenagers and young adults at increasing risk. Social ties at work, at school and in our communities have frayed. How did we become so alienated? Why is our sense of belonging so undermined? What if there were a set of science-backed techniques for navigating modern social life that could help us overcome our differences, create empathy and forge lasting connections even across divides? What if there were a useful set of takeaways for managers and educators of all stripes to create connection even during challenging times? In Belonging, Stanford University professor Geoffrey L. Cohen applies his and others groundbreaking research to the myriad problems of communal existence and offers concrete solutions for improving daily life at work, in school, in our homes, and in our communities. We all feel a deep need to belong, but most of us don t fully appreciate that need in others. Often inadvertently, we behave in ways that threaten others sense of belonging. Yet small acts that establish connection, brief activities such as reflecting on our core values, and a suite of practices that Cohen defines as situation-crafting have been shown to lessen political polarisation, improve motivation and performance in school and work, combat racism in our communities, enhance health and well-being and unleash the potential in ourselves and in our relationships. Belonging is essential for managers, educators, parents, administrators, caregivers and everyone who wants those around them to thrive

The 2008 presidential election brought the partisan divide between U.S. Republicans and Democrats to the forefront. In such contested situations, people who identify with the parties and their candidates experience pressure to adhere to their group's core beliefs and behaviors. This research hypothesized that providing individuals a chance to affirm their self‐integrity would relieve some of this pressure and facilitate greater openness to the opposition. In the 2 days prior to the 2008 election, Democrats (N= 50) and Republicans (N= 60) who affirmed their self‐integrity by writing about important personal values (versus those who did not self‐affirm) were less driven by partisan preferences in their evaluations of Barack Obama's debate performance, more favorable to opposition candidates, and more generally open to alternative viewpoints. Additionally, 10 days after the election, affirmed Republicans thought Obama would make a better president than did nonaffirmed Republicans. Discussion centers on how motivational factors can exacerbate—and attenuate—the divide between "red" and "blue" America.

AbstractStudents from lower socioeconomic status (SES) backgrounds can experience stigma in undergraduate educational settings but little research on this topic has been conducted at the PhD level. Lower‐SES PhD students may feel lower levels of social integration as they experience incidents of interpersonal disconnection from others inside and outside of academia. Interpersonal disconnection may be a mechanism by which lower‐SES leads to a lower sense of social integration. In this prospective study of first‐year PhD students at three North American universities (N = 608), we assessed students' perceived social integration and their interpersonal perceptions inside and outside of academia 2–8 times throughout their first year of graduate school. Relative to higher‐SES students, lower‐SES students perceived lower levels of social integration. They had difficulty making academic friends, felt dissimilar to their academic peers, and perceived a lack of understanding about their work in graduate school from non‐academic families and friends. They also lost non‐academic social ties. These interpersonal disconnections prospectively mediated the association between lower SES and lower levels of perceived social integration. Lower‐SES PhD students are at risk of impaired interpersonal relationships. Institutional policies to promote social connections among PhD students may help lower‐SES students integrate into academia.