The beginning of the semester invites reflection. Thinking about what has gone well, what could have gone differently, and what we hope for in the future helps us make meaning of our experiences. These thoughts and feelings shape how we see ourselves and the world, but they are not created in isolation. Research shows that our environments—including the people around us, social norms, and shared cultural narratives—subtly influence our beliefs about what we imagine is possible.
For example, a recent study on “field-specific ability beliefs” found that when success is framed as requiring “brilliance,” people tend to picture someone with skills that feel rare and out of reach through ordinary growth and learning—the same qualities most often associated with white men (Muradoglu et al., 2023). In academic and professional settings, especially in science, technology, engineering, and mathematics (STEM), they subtly signal who is expected to succeed and who is likely to struggle. Long before students choose majors or career paths, ideas about who is capable are already deeply ingrained, shaping confidence, persistence, and even whether a career feels possible at all. In this context, underrepresentation can start to look like confirmation of who “has what it takes,” rather than evidence of a structural problem.
Merely recognizing that our perceptions are socially constructed, not fixed, challenges mainstream narratives. Visibility, role models, and mentorship help people see new possibilities for themselves. Challenging the idea that “this is just how it is” makes these fields feel more accessible and improves diversity.
Beliefs about social mobility have both positive and negative consequences: Young people who believe mobility is possible may be more motivated to pursue their goals, yet strong beliefs in meritocracy can also reduce awareness of structural barriers and decrease support for policies that promote equity (Destin, 2020). The most effective approach is to develop a balanced perspective—when we resist all-or-nothing thinking, we can acknowledge both opportunity and recognize systemic challenges. This flexibility situates motivation within a more accurate understanding of how mobility actually works and supports social change.
When it comes to imagining our future, recognizing how the present moment contributes to long-term goals pays off. Research shows that focusing on future rewards helps people make clearer decisions and avoid short-term temptations. Nagler (2023) explores the gap between our present behavior and the person we hope to become. This commonly experienced mismatch often results from cognitive overload: when our limited mental resources are stretched by the demands of everyday life, we’re more likely to rely on “hot” or automatic behaviors that conflict with our long-term goals. When attention is overwhelmed by the present moment, the future can understandably feel distant or uncertain.
Rather than viewing this as a personal failing, Nagler’s work helps us understand it as part of how cognition works. One way to respond to this is through episodic future thinking—imagining specific future scenarios instead of holding only abstract goals—and identifying the small steps that connect the present to the future, such as drafting the first paragraph of a personal statement, emailing an advisor, attending a meeting, or researching one program. Finding role models who embody what we hope for ourselves can also make our goals feel more attainable—especially in STEM fields where representation is limited and belonging is uncertain—and practices such as writing vivid affirmations can keep these possibilities top of mind. Instead of relying on willpower alone, these approaches increase the likelihood that we will act in ways that serve our future self.
The beginning of the semester is both a time to look back and a chance to look forward. It’s an opportunity to consider what you might do if you knew you wouldn’t fail. Success isn’t about being extraordinary; it’s the ongoing work of recommitting to your future, responding to setbacks with compassion, and not letting structural limits define what you can imagine for yourself.
This article is part of The Social Mobility Lab’s Ideas for Moving Up initiative: a year-long campaign to empower others with research findings that too often have remained in academic journals and behind paywalls, never making it to those who could use it the most. Belonging is the first of five themes we will be addressing. Each week, we’ll be highlighting specific pieces of research listed above on Instagram and LinkedIn. We hope you follow us to find more Ideas for Moving Up.
