Policy in Theory and Policy in Practice: Community College Students' Perceptions of Cross-Enrollment

• Published in: The Journal of higher education (Columbus) Vol. 93; no. 4; pp. 651 - 675
• Main Authors: Morales-Gracia, Maritza, Dorman, Joshua, Bañuelos, Maricela, Park, Elizabeth S, Cabrera, Jennifer, Fagioli, Loris, Baker, Rachel B
• Format: Journal Article
• Language: English
• Published: Routledge 07-06-2022
• Subjects: Access to Education; Access to Information; Barriers; Community College Students; Dual Enrollment; Educational Policy; Self Efficacy; Sense of Community; Student Attitudes; Theory Practice Relationship; Transfer Policy; California
• ISSN: 0022-1546
• DOI: 10.1080/00221546.2021.2010515

Most community college (CC) students nationwide aspire to transfer from CC to a 4-year baccalaureate granting institution, yet most students who aspire to transfer never achieve this goal. Cross-enrollment, facilitated enrollment in a course at a four-year college while simultaneously enrolled in classes at a CC, is one policy that may increase transfer rates. Our study is motivated by low uptake of this opportunity. We conducted 12 semi-structured focus groups with a diverse sample of California CC students to understand their perceptions related to cross-enrollment opportunities. Three themes emerged from our study: (1) cross-enrollment information is inaccessible, (2) sense of belonging and self-efficacy influence student perceptions of cross-enrollment, and (3) cross-enrollment is met with both enthusiasm and apprehension. We discuss the challenges and benefits to cross-enrollment that students consider and several recommendations, suggested by students themselves, to reduce barriers to cross-enrollment and transfer pathways.