Grit and Graduation: Exploring Persistence among Urban University Students
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| Title: | Grit and Graduation: Exploring Persistence among Urban University Students |
|---|---|
| Language: | English |
| Authors: | Laura S. Woodward (ORCID |
| Source: | Journal of College Student Retention: Research, Theory & Practice. 2026 28(1):164-186. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Predictor Variables, Urban Schools, Resilience (Psychology), Graduation Rate, Dropout Rate, Gender Differences, Enrollment, Scores, College Entrance Examinations, Success, Academic Persistence, Undergraduate Students, Time to Degree |
| Assessment and Survey Identifiers: | ACT Assessment |
| DOI: | 10.1177/15210251241240742 |
| ISSN: | 1521-0251 1541-4167 |
| Abstract: | This study examines predictors of college success in 968 students, focusing on the influence of grit, demographic, and academic factors, using logistic and Cox regression analyses. It finds that higher grit scores significantly predict increased graduation rates and decreased dropout rates, with gender, ACT scores, entry-level, and summer course enrollment as key factors. The research highlights the importance of considering broader socioeconomic and systemic contexts that affect the development of resilience and grit. It emphasizes that resilience and grit are not only personal attributes but also outcomes shaped by socioeconomic status and systemic barriers, such as income disparities and institutional biases. The study advocates for educational environments that support individual resilience and grit while addressing socio-economic and systemic inequalities to promote equitable student success. This approach calls for integrated supportive structures and policies within educational institutions to alleviate the compounded challenges faced by students, ensuring resilience and grit are nurtured within a context that recognizes and confronts systemic inequity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501347 |
| Database: | ERIC |
| Abstract: | This study examines predictors of college success in 968 students, focusing on the influence of grit, demographic, and academic factors, using logistic and Cox regression analyses. It finds that higher grit scores significantly predict increased graduation rates and decreased dropout rates, with gender, ACT scores, entry-level, and summer course enrollment as key factors. The research highlights the importance of considering broader socioeconomic and systemic contexts that affect the development of resilience and grit. It emphasizes that resilience and grit are not only personal attributes but also outcomes shaped by socioeconomic status and systemic barriers, such as income disparities and institutional biases. The study advocates for educational environments that support individual resilience and grit while addressing socio-economic and systemic inequalities to promote equitable student success. This approach calls for integrated supportive structures and policies within educational institutions to alleviate the compounded challenges faced by students, ensuring resilience and grit are nurtured within a context that recognizes and confronts systemic inequity. |
|---|---|
| ISSN: | 1521-0251 1541-4167 |
| DOI: | 10.1177/15210251241240742 |
