Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 19 of 19
Full-Text Articles in Education
A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn
A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn
School of Education Articles
A psychological autopsy of an18-year-old male with dual exceptionalities contributes to our understanding of suicide among students with gifts and talents. Using four theories and models of suicide and research on the lived experience of students with gifts and talents, a comprehensive analysis of this adolescent’s life offers implications for future suicide prevention among these students. Schools that are unprepared for exceptional students (gifted and/or 2e) may contribute to students’ distress. Professional development and adequate resources focused on the unique needs of exceptional students will promote a responsive environment for students’ positive psychosocial development. Parents, educators and counselors need information …
A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer
A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer
School of Education Articles
The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial …
Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson
Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson
School of Education Articles
Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students (N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced …
Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly
Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly
School of Education Articles
In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, …
A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross
A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross
School of Education Articles
In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: Constraining Environments, Integration versus Isolation, and Resource Plenty versus Resource Poor. Students in both groups experienced environments not conducive to learning, inhibiting peers, and teachers as a barrier. Students in the low-income group described mayhem in their schools, which interfered significantly with learning. These students were highly integrated in their school community, whereas the …
Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross
Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross
School of Education Articles
This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.
Challenging An Idea Whose Time Has Gone, Tracy L. Cross, Jennifer Riedl Cross
Challenging An Idea Whose Time Has Gone, Tracy L. Cross, Jennifer Riedl Cross
School of Education Articles
In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups.
Maximizing Potential: A School-Based Conception Of Psychosocial Development, Tracy L. Cross, Jennifer Riedl Cross
Maximizing Potential: A School-Based Conception Of Psychosocial Development, Tracy L. Cross, Jennifer Riedl Cross
School of Education Articles
Optimal talent development can only occur when high ability students are willing to take opportunities for growth in a domain and are able to persist when presented with challenges that accompany performance or production at the highest levels. This paper proposes the use of Erikson’s theory of psychosocial development to provide a framework through which schools can pursue a parallel path of psychosocial supports to reinforce the development of talent in any domain. Ego strength can be fortified by an active program of professional development, curricula, and research based on Erikson’s psychosocial stage theory. In addition to the age-based components, …
Accepting A Scholarly Identity: Gifted Students, Academic Crowd Membership, And Identification With School, Jennifer Riedl Cross, Stephen J. Bugaj, Sakhavat Mammadov
Accepting A Scholarly Identity: Gifted Students, Academic Crowd Membership, And Identification With School, Jennifer Riedl Cross, Stephen J. Bugaj, Sakhavat Mammadov
School of Education Articles
This study examined identification with school among middle school students and its relationship with academic crowd membership, a public expression of one’s academic orientation. Of the 127 Grade 6 to 8 students in the sample, 55 reported participation in a gifted program; 44% of these gifted students did not claim affiliation with the academic crowd. There was a positive correlation between identification with school and the importance placed on membership for students in the academic crowd, both gifted and nongifted. The California Bully Victimization Scale was used to determine that no group was more likely to have been victimized. Cluster …
Enhancing Resilience Of Gifted Students, Mihyeon Kim
Enhancing Resilience Of Gifted Students, Mihyeon Kim
School of Education Articles
Researchers and practitioners have become increasingly interested in studying resilience to understand the high performance of gifted students who encounter difficult situations or pressures as well as those students’ developmental paths and characteristics (Noble, Subotnik, & Arnold,1999). Although studies on resilience have investigated risk and protective factors that result in adaptive consequences in the presence of adversity, there is no single agreed-upon definition of resilience. Researchers have approached the concept of resilience in different ways, depending on their purposes. In any case, resilience tends to involve connections between conditions of risk and apparent competence and is referred to as an …
Clinical And Mental Health Issues In Counseling The Gifted Individual, Jennifer Riedl Cross, Tracy L. Cross
Clinical And Mental Health Issues In Counseling The Gifted Individual, Jennifer Riedl Cross, Tracy L. Cross
School of Education Articles
Research over the past several decades has identified several unique characteristics and experiences of gifted individuals that have implications for counselors. This article describes internal and external factors that contribute to gifted individuals' nonnormal lived experience and that may require counselors' specific attention to work effectively with gifted clients on clinical and mental health issues. These factors are applied to 4 issues: unhealthy perfectionism, anxiety, depression, and suicidality.
Focusing On The Future: Experience From A Career-Related Program For High-Ability Students And Their Parents, Mihyeon Kim
Focusing On The Future: Experience From A Career-Related Program For High-Ability Students And Their Parents, Mihyeon Kim
School of Education Articles
Career development serves as a lifelong process requiring constant personal development of skills and knowledge. This article introduces a career development program, Focusing on the Future, designed for high-ability middle and high school students and their parents, and examines responses to open-ended questions related to the perceived benefits and effects of the program. Focusing on the Future is an annual career-related conference held by the Center for Gifted Education at the William & Mary - School of Education. The program was designed to help gifted students and their parents engage in career planning and develop specific career plans. This study …
Gifted Education As A Vehicle For Enhancing Social Equality, Jennifer Riedl Cross
Gifted Education As A Vehicle For Enhancing Social Equality, Jennifer Riedl Cross
School of Education Articles
Considering the benefits that accrue in countries having low levels of social inequality and the harm that accompanies wide disparities in income, it is important to examine any practices or traditions that contribute to inequality. Under some circumstances, gifted education does confer advantages that are not available to all students, particularly when its identification procedures fail to recognize potential in students not in the dominant group or when services improve the educational opportunities only for those who are identified even though all students could benefit. The elimination of age grading, a practice that inhibits the development of potential for many …
Associations Of Parental And Peer Characteristics With Adolescents’ Social Dominance Orientation, Jennifer Riedl Cross, Kathryn L. Fletcher
Associations Of Parental And Peer Characteristics With Adolescents’ Social Dominance Orientation, Jennifer Riedl Cross, Kathryn L. Fletcher
School of Education Articles
Studies with adults of social dominance orientation (SDO), a preference for inequality among social groups, have found correlations with various prejudices and support for discriminatory practices. This study explores the construct among adolescents at an age when they are beginning to recognize the social groups in their environment, particularly adolescent crowds. The relationship of SDO and perceptions of parents’ responsiveness and demandingness were also investigated. Subjects were in grades 9–12 (N = 516, 53% female, 96% White). Mother’s and father’s responsiveness significantly predicted adolescent’s SDO scores, with greater perceived responsiveness associated with lower SDO. To analyze the multiple crowd …
Social And Emotional Components Of Book Reading Between Caregivers And Their Toddlers In A High-Risk Sample, Jennifer Riedl Cross, Kathryn L. Fletcher, Kristie Speirs Neumeister
Social And Emotional Components Of Book Reading Between Caregivers And Their Toddlers In A High-Risk Sample, Jennifer Riedl Cross, Kathryn L. Fletcher, Kristie Speirs Neumeister
School of Education Articles
In this collective case study of caregiver behaviors with their toddlers, two-minute videotaped reading interactions were analyzed using a constant comparative method. Twenty-four caregiver—toddler dyads from a high-risk sample of children prenatally exposed to cocaine were selected from a larger sample because they represented the extremes of expressive language scores on the Reynell Expressive Language Quotient at 36 months, one year after the reading interactions. Caregivers in the high-scoring group shared control of the book and discourse, were ‘in tune’ with the child’s needs and abilities, and answered their own questions to the children. This was in contrast to the …
The Relationship Between Thinking Style Differences And Career Choices For High-Achieving Students, Mihyeon Kim
The Relationship Between Thinking Style Differences And Career Choices For High-Achieving Students, Mihyeon Kim
School of Education Articles
The intent of this study was to present information about high-achieving students' career decision making associated with thinking styles. We gathered data from two International Baccalaureate (IB) programs and a Governor's School Program with a sample of 209 high-school students. The findings of this study demonstrated that the effect of program on the different thinking styles was statistically significant. The findings showed that external thinking style was a good predictor for choosing social science areas as future careers. However, students with higher external thinking styles chose computer and math areas 73% less often than students with lower external thinking styles. …
Maximizing Student Potential Versus Building Community: An Exploration Of Right-Wing Authoritarianism, Social Dominance Orientation, And Preferred Practice Among Supporters Of Gifted Education, Jennifer Riedl Cross, Tracy L. Cross, Holmes Finch
Maximizing Student Potential Versus Building Community: An Exploration Of Right-Wing Authoritarianism, Social Dominance Orientation, And Preferred Practice Among Supporters Of Gifted Education, Jennifer Riedl Cross, Tracy L. Cross, Holmes Finch
School of Education Articles
Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found …
The Challenge Of Adolescent Crowd Research: Defining The Crowd, Jennifer Riedl Cross, Kathryn L. Fletcher
The Challenge Of Adolescent Crowd Research: Defining The Crowd, Jennifer Riedl Cross, Kathryn L. Fletcher
School of Education Articles
As research on adolescent crowds has increased over the past several decades, researchers appear to be confident in their claims of the consequences of crowd membership, even suggesting targeted interventions. This review of the various methods used to identify adolescents’ crowd membership suggests that this confidence may be misplaced. There are diverse methodologies used in this research area that examine different samples of adolescents belonging to each crowd. Social-type rating methods, self-identification methods, grouping by adolescent behaviors or characteristics, and ethnographic or other qualitative methods should be accompanied by greater specificity in terminology to alert researchers to the various phenomena …
Helping The Gifted Escape Metaphorical Entrapment, Jennifer Riedl Cross, D. Ambrose, Tracy L. Cross
Helping The Gifted Escape Metaphorical Entrapment, Jennifer Riedl Cross, D. Ambrose, Tracy L. Cross
School of Education Articles
No abstract provided.