Potential Abstract:
Racism and grit are two essential yet underexplored factors in the field of education, particularly in the context of learning science. This study aims to investigate the complex relationships among racism, grit, and learning outcomes using directed acyclic graphs (DAGs) as a methodological tool. We argue that understanding the interplay between these variables can provide critical insights into the mechanisms through which racism may hinder or foster the development of grit and subsequent science learning outcomes. By employing DAGs, we can untangle the direct and indirect effects of racism and grit on learning science, shedding light on potential pathways and mediating factors that influence students’ experiences in the classroom.
This research contributes to the existing literature by offering a nuanced perspective on the intersectionality of racism, grit, and learning science, highlighting the need for a critical examination of these constructs within the educational context. By incorporating DAGs as a visual representation of the hypothesized causal relationships, we aim to provide a more comprehensive understanding of the underlying mechanisms at play. Our findings have implications for educational practitioners, policymakers, and researchers seeking to address issues of equity and inclusion in science education.
Potential References:
- Challenging everyday structural racism: A critical race analysis of grit in STEM
- Debunking the Grit Narrative in Higher Education: Drawing on the Strengths of African American, Asian American, Pacific Islander, Latinx, and Native …
- Understanding grit in the context of higher education
- Growth Mindset and Grit Among African American/Black STEM Students at a Community College
- When to grit and when to quit:(How) should grit be taught in K-12 classrooms?
