Conference Program

In recent years, intersectionality has become increasingly prominent in educational research, predominantly serving as a theoretical paradigm for examining the complex interplay of inequalities, power relations, and the dynamics of exclusion and participation within educational contexts. Nevertheless, its systematic application in educational research remains inconsistent and fragmented (Varsik & Gorochovskij, 2023; Gross & Portera, 2025; Pham Xuan, 2025), compared to its widespread use in gender and social studies (Crenshaw, 1989; Collins, 2019). A persistent tension can be observed between the use of intersectionality as a critical conceptual framework and its operationalisation in empirical research, educational policies, and pedagogical practices.

This paper presents the results of a systematic literature review on intersectionality within the field of empirical educational research, mapping theoretical developments, methodological approaches, emerging areas of inquiry, and the results obtained between 2015 and 2025. The review was conducted through a structured analysis of two international databases (Scopus and Web of Science), following the PRISMA guidelines for identification, screening, and synthesis (Page et al., 2021). The initial search identified 185 records. After removing duplicates, excluding publications prior to 2015, and distinguishing empirical studies from non-empirical contributions, a final corpus of 81 empirical studies was selected for further analysis.

The findings indicate a gradual consolidation of intersectionality as a critical analytical lens for interpreting the plurality of identities and educational experiences. At the same time, a significant share of the literature remains predominantly theoretical, while empirical research is still unequally developed and concentrated mainly in Western higher education contexts.

The analysis of the papers explores how intersectionality is conceptualised and operationalised within empirical educational research, examining its translation into research design, sampling strategies, data collection methods, and identifying recurring patterns of use across the selected corpus. It also delves into the results of studies, examining how these findings are intrinsically linked to the methodological framework and methods employed in the process of knowledge production.

This systematic review contributes to clarifying both the potential and the current limitations of intersectionality in educational research, offering an overview of existing approaches and highlighting areas where further methodological development is needed across different educational levels, institutional settings, and diverse contexts.