Grit

Mike Rose: Why Teaching “Grit” Is Not Necessarily a Good Thing

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Mike Rose opined a few years back about “grit” and its limitations.

This is one of those articles that is never dated.

Rose, one of my favorite authors, writes:

 

In a nutshell, I worry about the limited success of past attempts at character education and the danger in our pendulum-swing society that we will shift our attention from improving subject matter instruction. I also question the easy distinctions made between “cognitive” and “non-cognitive” skills. And I fear that we will sacrifice policies aimed at reducing poverty for interventions to change the way poor people see the world.

In this post, I would like to further explore these concerns—and a few new ones—by focusing on “grit,” for it has so captured the fancy of our policy makers, administrators, and opinion-makers….

Let me repeat here what I’ve written in every other commentary on grit. Of course, perseverance is an important characteristic. I cherish it in my friends and my students.

But at certain ages and certain times in our lives, exploration and testing new waters can also contribute to one’s development and achievement. Knowing when something is not working is important as well. Perseverance and determination as represented in the grit questionnaires could suggest a lack of flexibility, tunnel vision, an inability to learn from mistakes.

Again, my point is not to dismiss perseverance but to suggest that perseverance, or grit, or any quality works in tandem with other qualities in the well-functioning and ethical person. By focusing so heavily on grit, character education in some settings has been virtually reduced to a single quality, and probably not the best quality in the content of character. The items in the grit instruments could describe the brilliant surgeon who is a distant and absent parent, or, for that fact, the smart, ambitious, amoral people who triggered the Great Recession. (Macbeth with his “vaulting ambition” would score quite high on grit.) Education in America has to be about more than producing driven super-achievers. For that fact, a discussion of what we mean by “achievement” is long overdue.

But, of course, a good deal of the discussion of grit doesn’t really involve all students. Regardless of disclaimers, the primary audience for our era’s character education is poor kids. As I and a host of others have written, a focus on individual characteristics of low-income children can take our attention away from the structural inequalities they face. Some proponents of character education have pretty much said that an infusion of grit will achieve what social and economic interventions cannot.

Can I make a recommendation? Along with the grit survey, let us give another survey and see what the relationship is between the scores. I’m not sure what to call this new survey, but it would provide a measure of adversity, of impediments to persistence, concentration, and the like. It, too, would use a five-point response scale: “very much like me” to “not much like me.” Its items would include:

  • I always have bus fare to get to school.
  • I hear my parents talking about not having enough money for the rent.
  • Whenever I get sick, I am able to go to a doctor.
  • We always have enough food in our home.
  • I worry about getting to school safely.
  • There are times when I have to stay home to care for younger brothers or sisters.
  • My school has honors and Advanced Placement classes.
  • I have at least one teacher who cares about me.

My guess is that higher impediment scores would be linked to lower scores on the grit survey. I realize that what grit advocates want is to help young people better cope with such hardship. Anyone who has worked seriously with kids in tough circumstances spends a lot of time providing support and advice, and if grit interventions can provide an additional resource, great. But if as a society we are not also working to improve the educational and economic realities these young people face, then we are engaging in a cruel hoax, building aspiration and determination for a world that will not fulfill either…

Rose notes that the people Angela Duckworth studied were highly successful.

The foundational grit research primarily involved populations of elite high achievers—Ivy League students, West Point cadets, National Spelling Bee contestants—and people responding to a Positive Psychology website based at the University of Pennsylvania. It is from the latter population that the researchers got a wider range of ages and data on employment history…

It is hard to finish what you begin when food and housing are unstable, or when you have three or four teachers in a given year, or when there are few people around who are able to guide and direct you. It is equally hard to pursue a career with consistency when the jobs available to you are low-wage, short-term and vulnerable, and have few if any benefits or protections. This certainly doesn’t mean that people who are poor lack determination and resolve. Some of the poor people I knew growing up or work with today possess off-the-charts determination to survive, put food on the table, care for their kids. But they wouldn’t necessarily score high on the grit scale.

This is a very thoughtful article. I hope you will read it in full.

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