Abstract
This paper presents qualitative research describing high school social studies teachers' beliefs about “real world” aspects of modern young people and society that were particularly challenging, and had a strong influence on their teaching. “Real world” concerns were loosely defined as factors outside of teachers' immediate control, which were significantly cultural or sociological in origin or nature. These included the life stage of students; social class, tracking, and cliques; parenting and family life; family subcultures and religion; the media and popular culture; and the economy. These concerns were described as affecting students' emotional and social orientations, as well as students' intellectual orientations and preparedness. In the current educational context of standardization, this study asks us to take seriously the authenticity, complexity, and range of unstandardizable factors, such as teachers' beliefs, school and classroom dynamics, and the sociological contexts which affect curriculum.
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