Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality

Lukkien, T, Chauhan, T ORCID: 0000-0001-6017-3665 and Otaye-Ebede, L ORCID: 0000-0001-5158-290X (2025) Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality British Educational Research Journal, 51 (2). pp. 705-736. ISSN 0141-1926, 1469-3518

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Abstract

Extant research has focused on the barriers faced by minority faculty in academia. Despite outward notions of commitment to diversity, higher education institutions remain largely exclusive to anyone who does not prescribe to the ‘ideal’ faculty. Recently, more attention has been given to minority faculty who possess intersectional identities, highlighting their increased marginalisation. Equality, diversity and inclusivity (EDI) initiatives have been identified as a primary enabler of supporting minority groups, yet research on intersectionality and its operationalisation into practice is relatively scattered across disciplines. To provide an evidence-based analysis and integration, this article systematically reviews the literature on intersectionality in the context of higher education using common intersectional categories. We systematically reviewed and thematically summarised key findings of 38 empirical studies conducted from 1990 to 2022, in which key recommendations related to EDI were identified. Recommendations were categorised into three levels based on where the onus for action lay: individual, organisational and institutional. Through an intersectional lens, our paper provides theoretical insights into the problematic nature of power and critiques of EDI initiatives. While we provide practitioners with tangible recommendations to redress intersectional inequality in academia, we heed caution on being overly reductionist and contend there is no single solution, delineating the importance of context in applying recommendations. Future research is needed to empirically evaluate the operationalisation of intersectionality vis-à-vis adopting a praxis lens.

Item Type:	Article
Uncontrolled Keywords:	3903 Education Systems, 39 Education, 10 Reduced Inequalities
Divisions:	Faculty of Humanities & Social Sciences Faculty of Humanities & Social Sciences > School of Management
Depositing User:	Symplectic Admin
Date Deposited:	29 Nov 2024 15:21
Last Modified:	23 Jan 2026 18:26
DOI:	10.1002/berj.4096
Open Access URL:	https://doi.org/10.1002/berj.4096
Related Websites:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3188961
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