Abstract
Voting rates and civic engagement of young adults in the United States have gained notice in recent years for their relatively low percentages. Meanwhile, research has shown a positive relationship between Catholic high school graduates and civic participation, including volunteering, voting, and civic engagement, in young adults. While there are multiple variables that have been considered as possible reasons for this positive relationship, Catholic Social Teaching within the Catholic school curriculum has not been cited in recent research as one of the primary drivers. Catholic Social Teaching (CST) themes are common components in Catholic high schools. Several of the themes focus on community participation and civic responsibility of Catholic adults. This qualitative, constructive grounded theory study explored the integration of Catholic Social Teaching within coursework of Catholic high schools in the Diocese of Austin. The goal of this exploration was a recommendation for an instructional framework that could provide minimum standards for the integration of these CST themes for Catholic high school teachers. Keywords: Catholic Social Teaching, civic engagement, Catholic high schools, qualitative, constructive grounded theory