Abstract
This qualitative study explored the lived experiences of graduates from an all-male Jesuit Catholic high school in the upper Midwest. Jesuit education integrates civic and community engagement through the values of St. Ignatius, yet limited research has examined how graduates interpret these experiences in relation to their lives after graduation. This study asked, what are the lived experiences of graduates of an all-male Jesuit Catholic high school and how do they describe the influence of their education on their commitment to civic engagement? Semi-structured interviews were conducted with twelve graduates from the classes of 2016 to 2023. Data were analyzed using Interpretive Phenomenological Analysis (IPA), allowing for an in-depth examination of how participants interpret and make sense of their experiences. Analysis revealed several themes including Jesuit education cultivated a moral compass, from experiential service to advocating, a road map for making life-shaping decisions, and being civically engaged is a way of life. Findings offer insight into how Jesuit secondary education is experienced and interpreted by graduates, with implications for educational leaders and Jesuit institutions seeking to enhance formational practices that cultivate sustained community engagement. Keywords: civics, formation, Jesuit, pedagogy, phenomenological