ABSTRACT
This chapter offers a critical analysis of study “closure” by illustrating how stakeholders across two qualitative projects worked against normative notions of exit in social science. We find that as participants assumed new roles throughout the research process, they also made bids for sustaining meaningful intergenerational relationships over time. Centering the perspectives of focal students by chronicling their calls for reciprocity and critical care, we argue for a shift away from individual study closure towards the development of a network of trusted adults that can afford young people interpersonal and intellectual continuity across projects.
