Grit and Academic Achievement: The Payoff to Self-Control and a Goal across Racial Groups

• In Event: 523 - Section on Sociology of Education Refereed Roundtable Session and Business Meeting
  In Refereed Roundtable 60min: Table 09. Race, Immigration, and Education: Session II

Abstract

Does the effect of "grit" on educational attainment vary according to racial group membership? Recent research shows that the demonstration of grit (or self-control in pursuit of a long-term goal) boosts achievement in a variety of domains. In a rapid translation of research into practice, educators across the U.S. now teach grit to their students along with promises of the success that grit brings. However, we still do not understand the relationship between grit, college graduation, and race. I fill this gap using the 2002 Educational Longitudinal Survey. Using logistic regression, I determine that self-reported grit in 10th grade increases students' chances of earning a BA, even after controlling for race, family characteristics, and school characteristics. However, race is a significant predictor of BA attainment in all models, indicating that the disproportionately low rate of BA attainment for Black, Latin@ and Native American students cannot be attributed to a lack of grit. Furthermore, an examination of the interaction effect between race and grit reveals that grit has a lower payoff for Black students compared to other racial groups, even though Black students report significantly higher levels of grit than White students. I argue that systemic barriers to higher education for Black students likely decrease the efficacy of individual-level grit on academic attainment. Future research on grit should consider system-level rather than individual-level explanations for academic attainment. Educational policymakers should continue to implement character education programs with the understanding that individual-level solutions are not enough to close the achievement gap.

Author

• Kendall LaParo, Temple University