Case Study 3.2 - The Trouble with Grit

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Case Studies on Diversity and Social Justice Education

Paul C Gorski and Seema G. Pothini

1. An equality view dictates that we treat all students equally. This is the view Ms. Grady has applied to her homework policy when it comes to Samantha. How might her perspective change if she adopted an equity view instead, taking stock of the barriers and challenges individual students experience and crafting policy to be responsive to those barriers and challenges?


In this situation, an equitable practice would be to take into account the hard work Samantha puts in class while also acknowledging she has a lot of responsibilities at home - and still shows up to class. If this view was adopted, Ms. Grady would have a mindset of looking at the bigger picture and recognize (and appreciate) the effort Samantha is putting toward her schooling. While Samantha doesn’t do her homework, she comes to class, helps other students, and does very well on tests and quizzes. This shows that Samantha understands the concept and is proficient in the material, not that she is lacking responsibility or grit.


2. Do you agree with Ms. Grady that Samantha is displaying a lack of grit by not turning in her homework? Why or why not? In what ways is Samantha demonstrating grit and resilience?


I do not agree that Samantha is lacking grit. In actuality, I believe she has quite a lot of it. Grit refers to resilience and strength of character, and Samantha has given no evidence of her lacking those traits. In class she helps other students, does well on tests and quizzes, and shows up willing and ready to learn. Despite the hardships at home, Samantha still pursues and values her education, which shows me that she is a dedicated student and an individual that works very hard.


3. Mr. Burns worries that Ms. Grady and several of his other colleagues have a deficit view of families experiencing poverty, tending to attribute conditions like Samantha not turning in homework to supposed deficiencies in those families. How might taking the deficit view force us into misunderstandings of the challenges and barriers students like Samantha face at school?


Sometimes in the educational setting, the importance of the student’s performance takes precedence over any other contributing factors to their work. Getting A’s, turning in homework, acing tests, participating in after school activities; these are all things we attribute to a “successful” student. However, some students don’t have the resources to participate in afterschool activities, others don’t have the time to spend on homework when they have three younger siblings to take care of while their parents are gone. Not all students start with the same privileges and advantages. This mindset of student success is what reinforces misinformation in educators and perpetuates the belief that a student must check certain boxes in order to not be labeled as “lacking grit”.

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