Grit Under Duress

Abstract

Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted with 21 non-citizens and 26 citizens, after conducting a quantitative online survey. Immigrant status moderated the relation between depression and GPA in addition to grit and depression. Qualitative findings suggested that stress for citizens and non-citizens centered on financing college, but non-citizens faced additional stress due to policies pertaining to immigration status. Both groups displayed grit in navigating obstacles and contained their emotions with positive self-talk, but most non-citizens did not turn to anyone outside of the family for support. Findings hold implications for ecological processes and achievement among Latina/o undocumented college students.

Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

“…C. Lee, 2017;Lee & Sohn, 2017;Li et al, 2018;Lin & Chang, 2017;Mason, 2018;Muenks et al, 2017;Sheehan, 2014;Strayhorn, 2014;Tovar-García, 2017;Wang et al, 2017;Williams, 2017), whereas one study reported a significant negative result (Climer, 2017). Six studies reported mixed results (Al-Mutawah & Fateel, 2018;Cross, 2014;Kelly et al, 2014;O'Neal et al, 2016;Pate et al, 2017;Rojas, 2015) and eight studies reported nonsignificant results (Batres, 2011;Bazelais, Lemay, & Doleck, 2016;Engel, 2013;Flanagan & Einarson, 2017;Palisoc et al, 2017;Saunders-Scott et al, 2018;Smith, 2017;Zurlo, 2017).…”

The impact of stress on later literacy achievement via grit and engagement among dual language elementary school students

“…The empirical support for the rationale of selecting grit and engagement as the mediators between stress and achievement is that stress is related to the socioemotional factors of motivation and engagement (e.g., Choudhuri, Santiago-Rivera, & Garrett, 2012), so grit and engagement may play a role in the process of how stress impacts achievement. Also, grit is conceptualized as a socioemotional factor which may be used to overcome stressful obstacles (O'Neal et al, 2016), and grit is related to the motivation construct of perseverance among ethnic minority youth (Eskreis-Winkler, Shulman, Beal, & Duckworth, 2014). Grit has two subscales -consistency of interests and perseverance of effort -which indicate a constant focus on a single goal (consistency of interests) and unwavering commitment to that goal (perseverance of effort) despite obstacles (Duckworth et al, 2007).…”

Factors Influencing Optimism for Degree Attainment in Latino First-Generation College Students

“…Optimism can play a significant role in the retention of college students by fostering determination (e.g., Solberg Nes, Evans, & Segerstrom, 2009), also referred to as perseverance or grit. Many Latino students perceive that hard work, dedication, and effort contribute to their academic success (Cavazos, Johnson, Fielding et al, 2010;O'Neal, Espino, Goldthrite et al, 2016). As found by Chemers et al (2001), optimistic students perceive their university experiences not as threats but as challenges, which they believe they can successfully handle.…”