Grit-ability: Which Grit Characteristics Enable Success for Mothers Entering University?

Authors

DOI:

https://doi.org/10.5204/ssj.v11i1.1457

Keywords:

grit, grit-ability, equity, student mothers, enabling education, resilience

Abstract

Personal characteristics contributing to success in higher education has become an important area of focus in recent years. Duckworth’s (2007) grit framework shows positive correlations with a range of academic outcomes. This article explores the characteristics of grit in a study of female students who identified as mothers during their enrolment in an enabling program at CQUniversity Australia. Data was gathered from 284 participants and findings suggest that despite mothers facing competing challenges that conflict with study; demonstrating grit-ability is what enables success. The courage to begin; conscientious determination to achieve; resilience to overcome obstacles; endurance to persist; and striving for excellence were identified as key contributors to positive academic outcomes and personal fulfilment. Framework Methodology underpinned this thematic analysis using the grit terms of reference to examine survey responses. These findings highlight the relevance of grit as desirable student characteristics for experiencing success in enabling education.

Downloads

Download data is not yet available.

Author Biographies

Anne Braund, CQUniversity

Anne Braund is a Lecturer at CQUniversity teaching the STEPS enabling course in the School of Access Education and providing academic communication support to undergraduate students through to Research Higher Degree candidates. Anne was awarded a Women in research scholarship to complete her master’s thesis investigating the obstacles that hinder women’s promotional opportunities within Education Queensland. Previous to Anne’s lecturing role, she worked with English Schools Foundation, Hong Kong and the University of Hong Kong in the design and delivery of their English Diploma Program.

Trixie James, CQUniversity

Trixie James is a lecturer within the School of Access Education STEPS course at CQUniversity. Trixie’s research interests centre on the support and engagement of under-represented adults in the tertiary sector, with special interest in student engagement, quality teaching practices and positive psychology.  She completed a Masters of Learning Management in Executive Leadership with a minor thesis that investigated enabling students’ successful transition into undergraduate studies and is currently undertaking her Doctoral studies also focussing on enabling students’ progression in the course.

Katrina Johnston, CQUniversity

Katrina Johnston is an Associate Lecturer in the School of Access Education CQUniversity, teaching computing skills in the STEPS enabling course and providing computing support to undergraduate students in the Academic Learning Centre and she also teaches in the Digital Media course at CQUniversity. Katrina’s background is in the Digital Media industry as a Graphic Designer and she is currently completing a Masters of IT Mobile Application development. Katrina’s research interests involve both the support and engagement of under-represented adults in the tertiary sector.

Louise Mullaney, CQUniversity

Louise Mullaney is an Associate Lecturer within CQUniversity’s STEPS course at CQUniversity. Prior to this role she spent a decade working in a variety of high schools and primary schools across Queensland and England in several subject disciplines. Her research interests are within the enabling discipline and include mothers (particularly single mothers) and the factors to their success or failures in pursuit of their undergraduate studies.

Downloads

Published

2020-03-03

How to Cite

Braund, A., James, T., Johnston, K., & Mullaney, L. (2020). Grit-ability: Which Grit Characteristics Enable Success for Mothers Entering University?. Student Success, 11(1), 22–34. https://doi.org/10.5204/ssj.v11i1.1457

Issue

Vol. 11 No. 1 (2020): Special Issue: Enabling Excellence through Equity

Section

Articles

License

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.