This phenomenological single case study explores the lived experiences of community members in Central Bay, California, as Central Bay High School faces the prospect of consolidation or closure. Drawing on in-depth, semi-structured interviews and document analysis, the study examines how the potential loss of a longstanding educational institution affects community access to socially valued resources and services, such as extracurricular programs, health services, safe gathering spaces, and pathways to postsecondary education. The research investigates the multifaceted impact of school closures on the well-being and resilience of residents, highlighting the emotional, social, and economic challenges encountered during the decision–making process. Special attention is given to the educational trajectories of students, particularly those from historically disenfranchised backgrounds, and the ways in which school closures may disrupt academic continuity, social capital, and future opportunities. Findings reveal that while some community members mobilize to advocate for their school and adapt to changing circumstances, others experience heightened vulnerability, diminished access to socially valued services, and a sense of loss regarding community identity and cohesion. The case of Central Bay High School underscores the critical role of schools as anchors in urban communities and calls for more inclusive, equity-centered approaches to educational policy and planning.
","abstract_html":"<p>This phenomenological single case study explores the lived experiences of community members in Central Bay, California, as Central Bay High School faces the prospect of consolidation or closure. Drawing on in-depth, semi-structured interviews and document analysis, the study examines how the potential loss of a longstanding educational institution affects community access to socially valued resources and services, such as extracurricular programs, health services, safe gathering spaces, and pathways to postsecondary education. The research investigates the multifaceted impact of school closures on the well-being and resilience of residents, highlighting the emotional, social, and economic challenges encountered during the decision–making process. Special attention is given to the educational trajectories of students, particularly those from historically disenfranchised backgrounds, and the ways in which school closures may disrupt academic continuity, social capital, and future opportunities. Findings reveal that while some community members mobilize to advocate for their school and adapt to changing circumstances, others experience heightened vulnerability, diminished access to socially valued services, and a sense of loss regarding community identity and cohesion. The case of Central Bay High School underscores the critical role of schools as anchors in urban communities and calls for more inclusive, equity-centered approaches to educational policy and planning.</p>","abstract_has_math":false,"creators":["Pierson, Gary"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Frances M. Gipson","Mayeen Quader"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["School Brokered Resources","School Closure","School Consolidation","School Facilities","School Shuttering","Urban Community School","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1005","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frances M. 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Drawing on in-depth, semi-structured interviews and document analysis, the study examines how the potential loss of a longstanding educational institution affects community access to socially valued resources and services, such as extracurricular programs, health services, safe gathering spaces, and pathways to postsecondary education. The research investigates the multifaceted impact of school closures on the well-being and resilience of residents, highlighting the emotional, social, and economic challenges encountered during the decision–making process. Special attention is given to the educational trajectories of students, particularly those from historically disenfranchised backgrounds, and the ways in which school closures may disrupt academic continuity, social capital, and future opportunities. Findings reveal that while some community members mobilize to advocate for their school and adapt to changing circumstances, others experience heightened vulnerability, diminished access to socially valued services, and a sense of loss regarding community identity and cohesion. The case of Central Bay High School underscores the critical role of schools as anchors in urban communities and calls for more inclusive, equity-centered approaches to educational policy and planning.
"]},{"key":"dc:title","label":"Title","values":["Community Impact of School Closure: Implications for Access to Socially Valued Resources and Services in an Urban Community"]}]}],"canonical_facts":{"dc:contributor":["Frances M. Gipson","Mayeen Quader"],"dc:creator":["Pierson, Gary"],"dc:date.available":["2025-08-09T07:00:00Z"],"dc:description.abstract":["This phenomenological single case study explores the lived experiences of community members in Central Bay, California, as Central Bay High School faces the prospect of consolidation or closure. Drawing on in-depth, semi-structured interviews and document analysis, the study examines how the potential loss of a longstanding educational institution affects community access to socially valued resources and services, such as extracurricular programs, health services, safe gathering spaces, and pathways to postsecondary education. The research investigates the multifaceted impact of school closures on the well-being and resilience of residents, highlighting the emotional, social, and economic challenges encountered during the decision–making process. Special attention is given to the educational trajectories of students, particularly those from historically disenfranchised backgrounds, and the ways in which school closures may disrupt academic continuity, social capital, and future opportunities. Findings reveal that while some community members mobilize to advocate for their school and adapt to changing circumstances, others experience heightened vulnerability, diminished access to socially valued services, and a sense of loss regarding community identity and cohesion. The case of Central Bay High School underscores the critical role of schools as anchors in urban communities and calls for more inclusive, equity-centered approaches to educational policy and planning.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1005"],"dc:subject":["School Brokered Resources","School Closure","School Consolidation","School Facilities","School Shuttering","Urban Community School","Educational Leadership"],"dc:title":["Community Impact of School Closure: Implications for Access to Socially Valued Resources and Services in an Urban Community"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}