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Lewis, K.L., Stout, J.G., Finkelstein, N.D., Pollock, S.J., Miyake, A., Cohen, G.L. and Ito, T.A. (2017) Fitting in to Move Forward: Belonging, Gender, and Persistence in the Physical Sciences, Technology, Engineering, and Mathematics (pSTEM). Psychology of Women Quarterly, 41, 420-436. https://doi.org/10.1177/0361684317720186

has been cited by the following article:

• TITLE: Increasing STEM Grit among Underrepresented Groups: Lessons from Our Fathers

  AUTHORS: Twianie Roberts, Orville Bignall, Sibyl Moore

  KEYWORDS: Science, Technology, Engineering and Mathematics, STEM, Grit, Underrepresented Groups, Self-Efficacy, Academic Achievement, Vicarious Experiences, Historical Contributions, Perseverance, African Americans, Curriculum, Instruction, Assessment, Professional Development, Public Policy Articulation

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.11, November 8, 2022

  ABSTRACT: Research indicates that students with a high level of Grit and self-efficacy have higher levels of academic achievement. Grit is comprised of passion (consistency of interest) and perseverance of effort, for long-term goals. The purpose of this model is to increase Grit among underrepresented groups. It utilizes one aspect of self-efficacy, “vicarious experiences”, to increase STEM (Science, Technology, Engineering and Mathematics) Grit among underrepresented groups. Historical contributions from individuals from underrepresented groups in STEM fields are used vicariously to promote student Grit by showing examples of perseverance resulting in academic excellence. This model has implications for curriculum, instruction, assessment, professional development, and public policy articulation.