Potential Abstract: This research article aims to explore the sociopolitical dimensions of grit in the context of learning science, utilizing a reified metalogue approach. Grit, as the tenacity and perseverance towards long-term goals, has gained significant attention in education and has been linked to academic success. However, the prevailing understanding of grit often overlooks the sociopolitical factors that shape students’ experiences, particularly in the domain of science education. This study seeks to fill this gap by investigating the intersection between grit, sociopolitical context, and learning science.
The research employs a mixed-methods design, combining qualitative interviews with students and teachers, quantitative surveys, and classroom observations. Through these methods, the study aims to illuminate how students’ grit is influenced by sociopolitical factors such as race, ethnicity, socioeconomic status, and gender. Additionally, this research investigates how the sociopolitical contexts within science classrooms and schools shape students’ grit development and engagement in learning science.
The reified metalogue approach is employed to facilitate critical dialogues among stakeholders, including teachers, administrators, policymakers, and students, to generate a nuanced understanding of the sociopolitical dimensions of grit and learning science. This method involves structured conversations in which participants’ lived experiences and perspectives are documented, analyzed, and shared to foster a collective understanding of the issues at hand. By engaging in a reified metalogue process, this study seeks to challenge prevailing assumptions and promote equity and inclusion in science education.
The findings of this research will contribute to the existing body of knowledge on grit, sociopolitical context, and learning science. By examining the sociopolitical dimensions of grit, this study aims to provide insights into how educators and policymakers can better support students’ grit development, particularly for historically marginalized groups. Moreover, this research hopes to inform educational practices and policies that promote equitable and inclusive science education for all students.
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