Tracy L. Cross

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Tracy Cross
Born1958
Gifted Education
InstitutionsCollege of William & Mary, Ball State University

Tracy L. Cross (born 1958, in

The College of William & Mary, has been the executive director for William & Mary's Center for Gifted Education (CFGE), and founded the Institute for Research on the Suicide of Gifted Students in 2012. Previously he served as the George and Frances Ball Distinguished Professor of Psychology and Gifted Studies Ball State University
(2000–2009), the founder and executive director of both the Center for Gifted Studies and Talent Development (2003–2009), and the Institute for Research on the Psychology of Gifted Students (2007–2009).

Over forty years, he made important contributions to the field of gifted education, including the development of the school-based conception of giftedness,[1] the information management model,[2] and the continuum of visibility,[2] and was also influential in applying social-cognitive theory and stigma theory to gifted children,[3] and created an ecological model of suicidal behavior of gifted students.[4]

Career

He is the executive director of the

National Association for Gifted Children (NAGC).[6][7] Cross has published well over 300 articles and book chapters, and 14 books. He has been the editor of five journals in the field of gifted education (Gifted Child Quarterly, Roeper Review, Journal of Secondary Gifted Education, Research Briefs, and Journal for the Education of the Gifted.[8]), and is the current editor of SENGJ: Exploring the Psychology of Giftedness.[9]

Academic work

Cross's research interests include the social and emotional lives of

gifted children, the psychology of gifted children including personality differences,[10] the phenomenology of giftedness,[11] and suicidology concerns of gifted individuals.[12] His long-time collaboration with Dr. Laurence J. Coleman has resulted in many articles and two books. Coleman had adapted Erving Goffman's (1963) social stigma theory to gifted children, providing a rationale for why children may hide their abilities and present alternate identities to their peers.[13][14] The first edition of Coleman and Cross's book, Being Gifted In School, is a widely cited reference in the field of gifted education.[15] In the chapter on Coping with Giftedness, the authors expanded on the theory first presented in a 1988 article.[2] According to Google Scholar, this article has been cited at least 220 times in the academic literature.[16]

The Stigma Paradigm of Giftedness

coping
strategies to manage his or her identity. Unlike other stigmatizing conditions, giftedness is a unique type of differentness because it can lead to praise or ridicule depending on the audience and circumstances. Gifted children learn when it is safe for them to display their giftedness and when they should hide their giftedness to better fit in with a group.

The Information Management Model (IMM)

The Information Management Model (IMM) is a model of the process by which children decide to employ coping strategies to manage their identities.[14][18] This model is based on Bandura's (1986) social-cognitive framework[19] and Goffman's work on the management of identity.[20] In situations where the child feels different, she or he may decide to manage the information that others know about him or her. Strategies include: disidentification with giftedness, trying to maintain a very low visibility (invisibility), or creating a high-visibility identity (playing a stereotypical role associated with giftedness). This range of strategies is called the Continuum of Visibility.[21]

Achievements and awards

In 2009, Cross received the lifetime achievement award from Mensa in recognition of a lifetime of contributions to the field of intelligence and related subjects.[22][23] Mensa had previously recognized his work with four Mensa Outstanding Research Awards, one in 2008[24] and two in 2007.[25][26][27]

Cross has received the Distinguished Service Award from the Association for the Gifted and NAGC (2007),[28] the Early Leader Award (1996),[29] Early Scholar Award,[30] and Distinguished Scholar Awards from NAGC (1997).[31]

References

  1. ISBN 978-0521547307
    .
  2. ^
    S2CID 210811281
    .
  3. S2CID 144218393
    .
  4. ISSN 1359-8139
    .
  5. ^ "About the Director". College of William & Mary. Retrieved May 1, 2012.
  6. ^ "NAGC". NAGC.org. Retrieved May 1, 2012.
  7. ^ "Cross elected NAGC President". College of William and Mary. Retrieved May 1, 2012.
  8. ^ "Journal for the Education of the Gifted". SAGE. Retrieved May 1, 2012.
  9. ^ "SENGJ: Exploring the Psychology of Giftedness". William & Mary Libraries. Retrieved April 29, 2023.
  10. S2CID 145225648
    .
  11. S2CID 142845947
    .
  12. S2CID 3992538
    .
  13. ^ Coleman, Laurence J. (1985). Schooling the Gifted. Addison-Wesley Publishing Company.
  14. ^ a b Coleman, L. J. & Cross, T. L. (2001). Being Gifted in School. Prufrock Press.
  15. ^ "Google Scholar Search". Retrieved May 19, 2012.
  16. ^ "Google Scholar Search". Retrieved May 19, 2012.
  17. ^ The American Association of Gifted Children (1978). On Being Gifted. Walker and Company.
  18. ISBN 9781882664795
    .
  19. ^ Bandura, Albert (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  20. ISBN 978-0-671-62244-2
    .
  21. ISBN 978-1593630027
    .
  22. ^ "MENSA Lifetime Achievement Award Description". American Mensa. Retrieved May 1, 2012.
  23. ^ "Tracy Cross, MENSA Lifetime Achievement Award Winner 2009". American Mensa. Retrieved May 1, 2012.
  24. S2CID 145225648
    .
  25. ^ "MENSA Award Description". American Mensa. Retrieved May 1, 2012.
  26. ^ "MENSA Awards in Excellence Winners 2007-2008". American Mensa. Retrieved May 1, 2012.
  27. S2CID 144171278
    .
  28. ^ "Distinguished Service Award Recipients". NAGC.org. Retrieved May 1, 2012.
  29. ^ "Early Leader Award Recipients". NAGC.org. Retrieved May 1, 2012.
  30. ^ "Early Scholar Award Recipients". NAGC.org. Retrieved May 1, 2012.
  31. ^ "Distinguished Scholar Award Recipients". NAGC.org. Retrieved May 1, 2012.

Further reading

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