Research on first-generation students has gained considerable attention in recent years. Yet, much of the existing research fails to account for the diversity within this group. To mitigate the risk of overlooking the interaction between multiple dimensions of inequality, Black feminism has introduced the concept of intersectionality. This article explores the various ways in which intersectionality is applied as a theoretical framework in studies focused on first-generation students.
To conduct a comprehensive analysis and identify overarching themes, 43 empirical studies were incorporated into the final corpus through a systematic review.
Findings show that (1) the perspectivization is used to reinforce categories rather than to dissolve them; (2) interpretations of intersectionality have mostly led to additive applications where opinions on which intersectional category most affect disadvantage differ and (3) by proposing compensation measures, some of the studies under review conclude that students must adapt to normative standards rather than emphasizing the structurally transformative potential inherent in the intersectional framework.
The results reveal substantial potential for the advancement of research in this field, including the need for an analysis of temporarily stabilized social meanings against the backdrop of social structures, the reflection of the interrelatedness of social structures, a consideration of the social justice agenda consistent with intersectional research, the multiplication of methods that take intersections into account and an examination of the interests served by these classifications.
This paper illuminates novel perspectives on intersectional research that offer valuable contributions to broader discussions surrounding equity, diversity and inclusion.
