The purpose of this study was to examine secondary social studies teachers ’ professional characteristics and workplace perceptions in order to better understand who represents social education in the twenty-first century. Utilizing data from the National Center for Educational Statistics Schools and Staffing Survey, parametric and non-parametric inferential tests were employed to compare secondary social studies practitioners with other core subjects (math, science, and English) in demographics, academic credentials, and Workplace perceptions. In addition, selected characteristics were analyzed within the context of school ecological factors. Key results indicated that social studies remains a predominately White, male-dominated field. Compared to other core subjects, social studies practitioners tended to be more qualified to teach their discipline while collaborating less with peers in the workplace. Among school environment factors, social studies teachers were inclined to selfsegregate due to race. Moreover, the least qualified social studies practitioners Were more likely to work with the most “at-risk” school populations. These findings illustrated that social studies teachers' characteristics have not substantially changed over the last three decades, and a subpar level of social studies education is afforded the neediest learners.
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