Promoting Grit, Tenacity, and Perseverance - U.S. Department of ...

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Draft Conclusion 5: While there is a great deal of work in this area broadly, the importance of grit, tenacity, and perseverance in education is not necessarily widely known, and stakeholders at many levels may not understand the importance of investing resources in these priorities. In many settings, awareness-raising is necessary so that teachers, administrators, parents, and all other stakeholders in the educational community see these issues as important and become invested in supporting change. Recommendation 5a: Educators, administrators, and parents who understand the importance of these issues and are passionate about shifting educational priorities, within their own institutions and beyond, need to become proactive advocates for change in the educational community to gain buy-in, tangible support for students as they pursue big goals, financial resources, and political support. Recommendation 5b: Researchers need to actively translate important findings to be accessible and actionable. This brief presents Anderman’s (2011) 10 strategies for outreach as a path for community engagement. Additionally, parents and guardians can play a direct and important role in promoting their children’s grit, tenacity, and perseverance. A systematic exploration of the complex roles of parents and the home environment was outside the scope of this report. However, some important themes did emerge in our interviews. First, some of the research-based best practices also can be employed in the home as parents work with their children around academic goals. For example, instilling a growth mindset through consistently praising effort over ability is a simple practice that can have important payoffs. Psychologist Carol Dweck writes on her website for parents at http://mindsetonline.com/forum/parentsteach/index.html as follows: What should parents do? Research shows that praising the process—children’s effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance. Next time you are tempted to tell your child that he or she is the next Einstein or future Picasso, stop yourself. Instead, take the time to appreciate what they put into their work, not what the work means about their innate brains or talent. Ask them how they went about it and show them how you appreciate their choices, their thinking process, or their persistence. Ask them about strategies that didn’t work and what they learned from them. When they make mistakes, use these as occasions for teaching them to come up with new strategies. When they do something quickly, easily, and perfectly, do not tell them how great they are. Tell them, “I’m sorry I wasted your time on something too easy for you. Let’s do something you can learn from.” Look for ways to convey your valuing of effort, perseverance, and learning—rather than some empty display of ability. Instead of false confidence in fixed ability, these methods will foster an appreciation for the true ingredients of achievement. 86
Draft Parents can also support children in structuring their home work environments to support effortful control by minimizing distractions. Also, some of the programs we reviewed, such as the character education models, involved parents explicitly through outreach activities that brought parents into the discourse about noncognitive factors. It can be a powerful support for students to bridge between school and home as they develop new capabilities. Furthermore, parents can seek out some of the intervention models, particularly informal learning programs, as resources for their children. Parents are also cautioned that there are no quick fixes around developing these capabilities—these take consistent cultivation over the course of childhood and adolescence. Conclusion 6: Parents and guardians can also play a direct and important role in promoting their children’s grit, tenacity, and perseverance. A systematic exploration of the complex roles of parents and the home environment was outside the scope of this report. However, some important themes did emerge in our interviews. Recommendation 6a: Parents may employ some of the research-based best practices at home as they work with their children around academic goals. For example, instilling a growth mindset through consistently praising effort over ability is a simple practice that can have important payoffs. Parents can also support children in structuring their home work environments to support effortful control by minimizing distractions, and can seek out some of the intervention models, particularly informal learning programs, as resources for their children. Parents are also cautioned that there are no quick fixes around developing these capabilities— these take consistent cultivation over the course of childhood and adolescence. Recommendation 6b: Educators implementing programs to promote grit, tenacity, and perseverance should consider outreach to parents and guardians as an important support for students as they develop new capabilities. Parents can continue and support discourse around noncognitive factors. In some contexts, parents may need to be educated about best practices. Conclusions and Recommendations for Research While there has been extensive work already, there remain critical gaps in the research and unanswered questions. The following sections discuss key emergent conclusions and recommendations for research. Need for Conceptual Clarity and Theoretical Refinement One of the biggest challenges encountered by anyone seeking to make progress in this field— researchers, practitioners, and policymakers alike—is the “Jingle/Jangle” Problem. “Jingle” occurs when the same term is used to refer to different concepts, and “jangle” occurs when 87
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Draft What Are Grit, Tenacity, and
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Draft Conclusions and Recommendatio
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Draft 1. Introduction The test scor
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Draft Effortful Control In Angela D
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Draft 3. Measuring Grit, Tenacity,
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Page 117 and 118: Draft Conati, C., & Maclaren, H. (2
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