Belonging matters - in education and in Silicon Valley.

When students are uncertain about whether they belong, they are vigilant for cues in the environment that signal whether or not they belong, fit in, or are welcome there. They may also be concerned about confirming a negative stereotype about their group. This hyper-vigilance and extra stress uses up cognitive resources that are essential for learning, diminishing their performance and discouraging them from building valuable relationships.
Students from underrepresented or negatively stereotyped groups may worry about whether people like them are accepted by their peers and teachers.
          ~ Mindset Scholars Network

Belonging and Ability

"The negative thoughts took different forms in each individual, of course, but they mostly gathered around two ideas. One set of thoughts was about belonging. Students in transition often experienced profound doubts about whether they really belonged — or could ever belong — in their new institution. The other was connected to ability. Many students believed in what Carol Dweck had named an entity theory of intelligence — that intelligence was a fixed quality that was impossible to improve through practice or study. And so when they experienced cues that might suggest that they weren’t smart or academically able — a bad grade on a test, for instance — they would often interpret those as a sign that they could never succeed. Doubts about belonging and doubts about ability often fed on each other, and together they created a sense of helplessness. That helplessness dissuaded students from taking any steps to change things. Why study if I can’t get smarter? Why go out and meet new friends if no one will want to talk to me anyway? Before long, the nagging doubts became self-fulfilling prophecies."

~Who Gets to Graduate?