Grit(11)

Consider, for example, the story of Scott Barry Kaufman. Scott’s office is just two doors down from mine, and he’s a lot like the other academic psychologists I know: He spends most of his waking hours reading, thinking, collecting data, doing statistics, and writing. He publishes his research in scientific journals. He knows a lot of polysyllabic words. He has degrees from Carnegie Mellon, Cambridge University, and Yale. He plays the cello for fun.

But as a child, Scott was considered a slow learner—which was true. “Basically, I got a lot of ear infections as a kid,” Scott explains. “And that led to this problem with processing information from sound in real time. I was always a step or two behind the other kids in my class.” So halting was his academic progress, in fact, that he was placed in special education classes. He repeated third grade. Around the same time, he met with a school psychologist to take an IQ test. In an anxiety-ridden test session he describes as “harrowing,” Scott performed so poorly that he was sent to a special school for children with learning disabilities.

It was not until age fourteen that an observant special education teacher took Scott aside and asked why he wasn’t in more challenging classes. Until then, Scott had never questioned his intellectual status. Instead, he’d assumed that his lack of talent would put a very low ceiling on what he might do with his life.

Meeting a teacher who believed in his potential was a critical turning point: a pivot from This is all you can do to Who knows what you can do? At that moment, Scott started wondering, for the very first time: Who am I? Am I a learning disabled kid with no real future? Or maybe something else?

And then, to find out, Scott signed up for just about every challenge his school had to offer. Latin class. The school musical. Choir. He didn’t necessarily excel in everything, but he learned in all. What Scott learned is that he wasn’t hopeless.

Something that Scott found he did learn fairly easily was the cello. His grandfather had been a cellist in the Philadelphia Orchestra for nearly fifty years, and Scott had the idea that his grandfather could give him lessons. He did, and the summer that Scott first picked up the cello, he began practicing eight or nine hours a day. He was fiercely determined to improve, and not only because he enjoyed the cello: “I was so driven to just show someone, anyone, that I was intellectually capable of anything. At this point I didn’t even care what it was.”

Improve he did, and by the fall, he earned a seat in his high school orchestra. If the story ended there and then, it might not be about grit. But here’s what happened next. Scott kept up—and even increased—his practicing. He skipped lunch to practice. Sometimes he skipped classes to practice. By senior year, he was second chair—he was the second-best cellist in the orchestra—and he was in the choir, too, and winning all kinds of awards from the music department.

He also started doing well in his classes, many of which were now honors classes. Almost all of his friends were in the gifted and talented program, and Scott wanted to join them. He wanted to talk about Plato and do mental puzzles and learn more than he was already learning. Of course, with his IQ scores from childhood, there was no such possibility. He remembers the school psychologist drawing a bell-shaped curve on the back of a napkin and pointing to its peak—“This is average”—then moving to the right—“This is where you’d have to be for gifted and talented classes”—and then moving to the left—“And this is where you are.”

“At what point,” Scott asked, “does achievement trump potential?”

The school psychologist shook his head and showed Scott the door.

That fall, Scott decided he wanted to study this thing called “intelligence” and come to his own conclusions. He applied to the cognitive science program at Carnegie Mellon University. And he was rejected. The rejection letter did not specify why, of course, but given his stellar grades and extracurricular accomplishments, Scott could only conclude that the impediment was his low SAT scores.

“I had this grit,” Scott recalls. “I said, ‘I’m going to do it. I don’t care. I’m going to find a way to study what I want to study.’?” And then Scott auditioned for Carnegie Mellon’s opera program. Why? Because the opera program didn’t look very hard at SAT scores, focusing instead on musical aptitude and expression. In his first year, Scott took a psychology course as an elective. Soon after, he added psychology as a minor. Next, he transferred his major from opera to psychology. And then he graduated Phi Beta Kappa.



* * *



Like Scott, I took an IQ test early in my schooling and was deemed insufficiently bright to benefit from gifted and talented classes. For whatever reason—maybe a teacher asked that I be retested—I was evaluated again the following year, and I made the cut. I guess you could say I was borderline gifted.

One way to interpret these stories is that talent is great, but tests of talent stink. There’s certainly an argument to be made that tests of talent—and tests of anything else psychologists study, including grit—are highly imperfect.

But another conclusion is that the focus on talent distracts us from something that is at least as important, and that is effort. In the next chapter, I’ll argue that, as much as talent counts, effort counts twice.





Chapter 3


EFFORT COUNTS TWICE