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Who Does Our Grit Discourse Gravely Insult, and Why?
A particular construct has been sweeping the educational research field. It promises a silver bullet of sorts to address educational challenges on an individual level, through individual perseverance. It makes this promise absent of any attendance to or recognition of specifically relevant contextual factors. This construct is grit.
The concept of grit, and its frenzied take-up by researchers and practitioners, needs to be problematized—and fast. Unfortunately for students, it has so far been given an almost “free pass” to permeate the conversation on and in our school systems with an insidious bootstrap mentality that rightly praises hard work and resilience yet simultaneous distorts that praise through an insulting, willful blindness that actively harms our nation’s children. The blindness of “grit speech” is the willful ignorance toward the powerful, and power-mediated, external factors that more often than not act as gate checks for students’ efforts toward success. No matter how “gritty” a student is, these factors retain the dangerous power to either expand or cripple such hard work. Such factors—socioeconomic status, parental free time at home, the color of students’ skin and the first language they learn at home, tax-dependent school resource levels that differ by district and often along lines of color, school violence levels that likewise disproportionately plague lower-income schools, teacher quality levels that (surprise, surprise) also are not equitably dispersed across schools and districts, etc.—matter. They matter a great deal: for the support students receive, for the support parents receive, for the assistance toward success that some “gritty” students can find and leverage more easily than others, etc…