Measuring Grit as a Predictor of Academic Success Among African American Male Students in STEM Programs at Predominantly White Institutions in Western Pennsylvania

Abstract

Some Black men in science, technology, engineering, and mathematics (STEM) may struggle academically in institutions that are racially hostile, unfriendly, and unwelcoming to students of color, or lacking a “critical mass” upon whom Black men can rely for support and advice – predominantly white institutions (PWIs). One hundred and forty Black male collegians who graduated from one of five local PWIs were administered a questionnaire to measure aspects of experiences in college. We test the role that grit plays in explaining the academic success of Black male collegians in STEM disciplines who graduated from four-year PWIs. Findings show sustained effort and hard work over time, despite setback or failure, are, in part, the formula for Black males' academic success at university. Despite where they begin in terms of college readiness, Black males who exert more grit than their peers earn better grades. Finally, isolated or one-time attempts to work hard or study long hours will likely have little to no influence on Black males' academic success.

Citation

Robins, A.G. (2022), "Measuring Grit as a Predictor of Academic Success Among African American Male Students in STEM Programs at Predominantly White Institutions in Western Pennsylvania", Robins, A.G., Knibbs, L., Ingram, T.N., Weaver, M.N. and Hilton, A.A. (Ed.) Young, Gifted and Missing (Diversity in Higher Education, Vol. 25), Emerald Publishing Limited, Leeds, pp. 1-9. https://doi.org/10.1108/S1479-364420220000025001