Work

Historicizing Disadvantage: What Does “Controlling for Poverty” Really Mean?

Year: 2026

Type: article

Abstract: In this manuscript and in commemoration of the 1975 Children’s Defense Fund Report, we critique the use of “controlling for poverty” on racial disparities in school discipline in educational research, contending that this method problematically minimizes the role of systemic racism and historical inequities. To ground this argument, we utilize the backdrop of the economic disadvantages deeply intertwined with race due to centuries of racial oppression. To provide a more accurate and nuanced understanding of educational inequities, we advocate for re-evaluating poverty as a proxy for historical racism through including both current systemic factors and historical racism in analyses.

Source: The Urban Review

DOI: 10.1007/s11256-025-00780-6

Authors: Ashley L. White, Russ Skiba, Phelton C. Moss

Institutions: University of Wisconsin–Madison, Indiana University Bloomington, Indiana University

Language: English

Topic: Education Discipline and Inequality

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Peace, justice, and strong institutions, Quality education

Open Access status: hybrid

Estimated APC paid: $3,090