We're not like them: generational perceptions of inclusion and the life experiences that shape them

Purpose This study aims to examine how employees define inclusion and how these beliefs are shaped by formative life experiences and framed by generational positioning. While prior research has explored inclusion through demographic categories such as race and gender, less is known about how generational comparisons are constructed and what underlies perceived differences across cohorts. Design/methodology/approach In total, 32 semi-structured interviews were conducted with participants across four generational cohorts in the United States of America and the United Kingdom. Participants defined inclusion, reflected on formative life experiences and compared their views with those of their own and other generations. The analysis combined thematic coding with an imprinting-theory lens to examine how early experiences shape enduring interpretations of inclusion. Findings Participants frequently described their inclusion beliefs as aligned with their own generation and different from others, reflecting social identity processes of in-group similarity and out-group differentiation. However, their underlying beliefs were consistently grounded in formative life experiences that cut across generational boundaries. These experiences gave rise to recurring patterns in how inclusion was understood, particularly in relation to belonging and voice, authenticity and recognition, fairness and accountability and development and support. Research limitations/implications The study relies on retrospective accounts and a UK–USA sample and does not assess objective generational differences in inclusion beliefs. Practical implications The findings caution against the use of generational categories as proxies in managerial practice and in artificial intelligence (AI)-enabled human resource (HR) systems. Instead, organizations should focus on the experiential foundations of inclusion when designing policies, practices and analytics. Social implications The findings suggest that societal discussions about generational differences may overlook the formative experiences that shape individuals' views on inclusion. Recognizing the role of lived experience, rather than relying on age-based assumptions, can support more constructive intergenerational dialog and a more nuanced understanding of inclusion across groups. Originality/value The study distinguishes between the formation of inclusion beliefs through lived experience and their framing through generational positioning. In doing so, it extends social identity theory by clarifying the role of generational categories as interpretive resources and applies Imprinting Theory to explain how inclusion beliefs develop and persist over time.