214:'s (1986) social-cognitive framework and Goffman's work on the management of identity. 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
127:, including the development of the school-based conception of giftedness, the information management model, and the continuum of visibility, and was also influential in applying social-cognitive theory and stigma theory to gifted children, and created an ecological model of suicidal behavior of gifted students.
201:
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
196:
is a time of identity development in which children struggle with the desire to have a unique identity yet still conform to the expectations of society. The fact that children viewed their own giftedness as a stigmatizing condition was a new perspective. Being gifted sets students apart from their
191:
theory describes stigmatizing conditions as those attributes which do not conform to the expectations of society and result in social disapproval. Coleman and Cross identified giftedness as a stigmatizing condition, based on research with gifted students and, in part, on a book that was written and
116:, 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
163:
children, the psychology of gifted children including personality differences, the phenomenology of giftedness, and suicidology concerns of gifted individuals. His long-time collaboration with Dr. Laurence J. Coleman has resulted in many articles and two books. Coleman had adapted
176:, is a widely cited reference in the field of gifted education. In the chapter on Coping with Giftedness, the authors expanded on the theory first presented in a 1988 article. According to Google Scholar, this article has been cited at least 220 times in the academic literature.
197:
peers and this differentness interferes with full social acceptance. Different social expectations that exist in the various social contexts that children must navigate and the value judgements that may be assigned to the child result in the child's use of social
230:
in recognition of a lifetime of contributions to the field of intelligence and related subjects. Mensa had previously recognized his work with four Mensa
Outstanding Research Awards, one in 2008 and two in 2007.
234:
Cross has received the
Distinguished Service Award from the Association for the Gifted and NAGC (2007), the Early Leader Award (1996), Early Scholar Award, and Distinguished Scholar Awards from NAGC (1997).
120:(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).
172:
theory to gifted children, providing a rationale for why children may hide their abilities and present alternate identities to their peers. The first edition of
Coleman and Cross's book,
210:
The
Information Management Model (IMM) is a model of the process by which children decide to employ coping strategies to manage their identities. This model is based on
909:
822:
143:(NAGC). 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 (
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Cross, T.L.; Gust-Brey, K; Ball, B. (2002). "A psychological autopsy of the suicide of an academically gifted student: Researchers' and parents' perspectives".
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Cross, Tracy L.; Coleman, Laurence J. (2005). "School-based conception of giftedness". In Robert J. Sternberg and Janet E. Davidson (ed.).
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Henshon, Suzanna E. (2007). "High‐ability perspectives from a prominent investigator and gatekeeper:An interview with Tracy L. Cross".
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Cross, T.L.; Stewart, R.A.; Coleman, L.J. (2003). "Phenomenology and its implications for gifted studies research: Investigating the
715:
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Cross, T. L.; Cassady, J. C.; Dixon, F. A.; Adams, C. M. (2008). "The
Psychology of Gifted Adolescents as Measured by the MMPI-A".
931:
Cross, T. L.; Cassady, J. C.; Miller, K. A. (2006). "Suicide
Ideation and Personality Characteristics Among Gifted Adolescents".
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Cross, Tracy L.; Cross, Jennifer Riedl (2021). "An ecological model of suicidal behavior among students with gifts and talents".
113:
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108:
and developmental scientist. Since 2009 he has held the Jody and Layton Smith
Professor of Psychology and Gifted Education
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Cross, T.L.; Cassady, J.C.; Dixon, F; Adams, C. (2008). "The psychology of gifted adolescents as measured by the MMPI-A".
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On the social and emotional lives of gifted children :Issues and factors in their psychological development
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256:(2nd ed.). Cambridge, Angleterre: Cambridge University Press. pp. 52–63.
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edited by 20 teenage, gifted individuals. Psychologists had already known that
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Information
Management Model in Google Books Version of Being Gifted in School
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147:, Roeper Review, Journal of Secondary Gifted Education, Research Briefs, and
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Coleman, L.J.; Cross, T. L. (1988). "Is being gifted a social handicap?".
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of academically gifted students attending an elementary magnet school".
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Cross's research interests include the social and emotional lives of
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Social foundations of thought and action: A social cognitive theory
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Over forty years, he made important contributions to the field of
1068:
Social and emotional curriculum with gifted and talented students
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Handbook for counselors serving students with gifts and talents
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In 2009, Cross received the lifetime achievement award from
202:
should hide their giftedness to better fit in with a group.
823:"Tracy Cross, MENSA Lifetime Achievement Award Winner 2009"
754:(1st Touchstone ed.). New York: Simon & Schuster.
461:
689:
The
American Association of Gifted Children (1978).
1085:Tracy L. Cross; Jennifer Riedl Cross, eds. (2011).
1066:Joyce VanTassel-Baska & Tracy L. Cross (2004).
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Stigma: Notes on the management of spoiled identity
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59:
42:
28:
21:
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484:"SENGJ: Exploring the Psychology of Giftedness"
910:"MENSA Awards in Excellence Winners 2007-2008"
801:"MENSA Lifetime Achievement Award Description"
8:
779:(2nd ed.). Waco, TX: Prufrock Press.
632:Coleman, L. J. & Cross, T. L. (2001).
18:
462:"Journal for the Education of the Gifted"
1041:"Distinguished Scholar Award Recipients"
975:"Distinguished Service Award Recipients"
141:National Association for Gifted Children
546:Journal for the Education of the Gifted
284:Journal for the Education of the Gifted
244:
149:Journal for the Education of the Gifted
206:The Information Management Model (IMM)
1124:College of William & Mary faculty
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618:. Addison-Wesley Publishing Company.
135:He is the executive director of the
1134:American educational psychologists
47:University of Tennessee, Knoxville
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180:The Stigma Paradigm of Giftedness
114:The College of William & Mary
1019:"Early Scholar Award Recipients"
997:"Early Leader Award Recipients"
398:. College of William & Mary
139:, and President Emeriti of the
1129:University of Tennessee alumni
486:. William & Mary Libraries
440:"Cross elected NAGC President"
1:
614:Coleman, Laurence J. (1985).
442:. College of William and Mary
374:10.1080/13598139.2020.1733391
78:College of William & Mary
1089:. Waco, TX: Prufrock Press.
1070:. Waco, TX: Prufrock Press.
137:Center for Gifted Education
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945:10.1177/001698620605000403
704:Delisle, James R. (2002).
593:10.1177/001698620204600402
558:10.1177/016235320302600304
296:10.1177/016235328801100406
888:"MENSA Award Description"
331:10.1080/02783190709554402
254:Conceptions of giftedness
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52:
858:10.1177/0016986208321810
775:Cross, Tracy L. (2004).
746:Goffman, Erving (1986).
731:Bandura, Albert (1986).
519:10.1177/0016986208321810
106:educational psychologist
36:Tennessee, United States
16:Educational psychologist
669:"Google Scholar Search"
648:"Google Scholar Search"
222:Achievements and awards
216:Continuum of Visibility
933:Gifted Child Quarterly
846:Gifted Child Quarterly
634:Being Gifted in School
581:Gifted Child Quarterly
507:Gifted Child Quarterly
174:Being Gifted In School
145:Gifted Child Quarterly
693:. Walker and Company.
118:Ball State University
82:Ball State University
616:Schooling the Gifted
396:"About the Director"
362:High Ability Studies
761:978-0-671-62244-2
636:. Prufrock Press.
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1108:Categories
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239:References
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64:Psychology
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300:S2CID
228:Mensa
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29:Born
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