| Summary: | This qualitative research project examines the lived experiences of seven graduates of Evangelical Christian high schools who matriculated in nonsectarian college environments. Through an examination of participants' conceptualization of their religious identity, this research provides new insights into how students mediate between exclusivist religious beliefs and environments that promote tolerance of diverse views. It also brings new understanding of ways students make
meaning from scientific and historic knowledge that contrasts with narratives they were taught in high school. Influences that had the most significant impact on religious identity development included hidden and formal curriculum and peers in participants' Evangelical Christian high schools. At college, decreased religiosity and interactions with non-Christians and LGBTQ people were important influencers. Church and mission trips also continued to be meaningful in the lives of a few
participants. Reconciling the Evangelical faith of adolescence with new understandings of the world produced intrapersonal conflict. All participants grappled with beliefs about social, scientific, and political issues. Most described new ways of thinking that diverged from traditional Evangelical ideas, especially about LGBTQ people. However most held strongly to other stances, such as anti-abortion convictions. The significance of the findings is discussed in the context of literature
on meaning making, multiple dimensions of identity, and evangelical school curricula.
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