Throughout her career, she explored adult education and higher learning, discussing methodology and pedagogy in terms of remediation and advancement in the university system.
Approaching educational research from the vantage of a mathematician and social scientist, Cross came to conclusions about student ability and experience perhaps different from those of some of her contemporaries.
Pointing out that some of these “remedial” students come from privileged backgrounds, she argued that the problem cannot be a mere matter of the school system failing to reach the underprivileged.
While Cross upheld the belief that everyone should have access to higher education, she countered that remedial programs used as an effort to “catch up” the students falling behind is not the answer.
Instead, she argued that institutions should point students toward excellence in areas perhaps alternative to the traditional academic curriculum of the university setting, such as vocational or semiprofessional training.