Raced/Racial Constructions of Merit and "Grit" in STEM Higher Education

• In Event: Debunking the Grit Narrative and Drawing on the Strengths of Black and Latinx College Students

Abstract

This paper reviews literature on how “grit” conceptualizes student achievement in Science, Technology, Engineering, Mathematics (STEM) disciplines as well as critiques the underlying assumptions of “grit” related to achievement narratives. Almeida (2016), in a review of grit-related research, discussed it as an individual’s “perseverance and passion for long-term goals in the face of obstacles” (p. 561). Researchers, practitioners, and policymakers have promoted grit as a driver of success for low-income students of color (Anderson, Turner, Heath, & Payne, 2016). Specifically, grit narratives have become part of the discourse on college student persistence and completion: how individual grit facilitates persistence and success (Almeida, 2016).  

We plan to focus our attention on three main areas, in reviewing previous research and conceptualizations of “grit”: a) psychologically, it may not be ideal for individuals to be “gritty”; b) a focus on grit minimizes the structural inequality and institutional constraints which defines US educational systems; c) methodologically, “grit” may need to be tested more broadly across groups to determine its efficacy for educational/ learning outcomes. Grit has a close relationship to the psychological concept of “John Henryism” (McGee & Stovall, 2015) - which is a coping mechanism that African Americans may use to strive for success despite negative outcomes in their mental health, and personal relationships. Similarly, studying grit without considering account institutional and structural barriers places the burden on students for their success instead of larger social structures. Third, the research supporting the use of grit to assess student needs require attention regarding methodological techniques and sampling.

STEM-disciplines and fields are sites of decades-long concern regarding the attrition and underrepresentation of students of color with only modest progress; STEM is also where the grit narrative seems to have most salience. Several studies have discussed the negative learning environments experienced by many women and men of color. Such environments can reduce interest in STEM and lead students to choose other majors and careers (Hurtado, Newman, Tran, & Chang, 2010; Malone & Barbino, 2009; McGee & Martin, 2011).  

This paper will review education and other social science literature to provide context of how intertwining modes of oppression produced 1) the foundations of notions of merit (which includes “grit”) and 2) persistent racial inequities in STEM achievement in postsecondary education. The main questions that will unite our areas of emphasis described above is what are the historical foundations of “grit” (and its connection to “academic merit”) and how these are conceptions constrained by gender and race in STEM achievement?    

Numerous studies have addressed the gender/race inequities in STEM, including the pursuit and completion of degrees, employment outcomes, and faculty hiring and promotion (Brown et al., 2015; Charleston, et al., 2014; DeWelde & Laursen, 2011), which lack a comprehensive conceptualization of how these disparities are linked to the historical development of science, higher education, and are connected to the ideals of academic merit.  We aim for this paper to inspire strategies in academic culture to create more inclusive environments for students of color majoring in STEM disciplines.

Authors

• Deborah F. Carter, Claremont Graduate University

• Juanita Razo Dueñas, Claremont Graduate University