by Stephanie McCauley
Recently we posted an article on our Facebook page that generated mixed reactions. James R. Delisle’s "Why I'm Tired of 'Grit'" argues that success relies on many complicated factors; placing too much emphasis on practice and perseverance (or grit) may ignore the role of genetics in determining a person’s intelligence and success.
Naturally, teachers and parents of gifted children are divided on the topic. Should we be nurturing innate talent or encouraging growth in all students? Can we do both? To supplement the discussion, we’ve gathered additional articles that reflect differing understandings of what grit means for K–12 education:
- In “Grit, Optimism And Other Buzzwords,” Jordan Shapiro considers the shift in education from “cognitive skills to character attributes.” Is our focus on character a new development or only a reflection of familiar American values?
- Are grit programs ready to be implemented in schools? NPR Ed questions how grit research will affect the classroom. (Also from NPR: “Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?”)
- This article by The Atlantic explores the development of research in grit and growth mindsets. Grit researchers are aware of the negative reactions to their work. How do they respond?
- In “Grit Trumps Talent and IQ,” National Geographic follows Angela Duckworth’s research into helping students persevere and overcome difficulties.
- On a related note, teachers and parents often misunderstand or misuse growth mindset research. Carol Dweck outlines what the term actually means. Could grit be suffering from a similar misunderstanding?