practitioners, faculty, and researchers can result in inequities experienced by students and clients served.
Objectives: To determine how intersectionality is represented in the scholarly literature used to inform occupational therapy practice, research, and education.
Methods / Approach: Using a comprehensive database that includes CINAHL, Medline, and PsychInfo, inclusion criteria were peer-reviewed articles published between 2013 and 2024, written in English, and pertinent to the research question. The review used the Covidence database and a PRISMA-Scr guideline, identifying 36 articles that met all criteria. Discrepancies were resolved through discussion by the authors.
Results / Implications: A data abstraction chart was developed, and analysis identified themes of education, practice, and research with specific subthemes. Findings revealed that lack of an intersectional approach in education is often viewed negatively by diverse students, who experience a lack of belonging. Suggested strategies focused on reducing isolation and revising curriculum to reflect student diversity. Intersectional issues in practice show access disparities and a lack of occupational participation for diverse clients. Suggested strategies included consideration of the multi-layered identities of clients using cultural humility and consideration of context. Strategies for research focused on using a collaborative approach to represent the intersectional lived experience of diverse populations.
Conclusion / Significance: Despite limited studies, intersectionality was identified as a lens for occupational therapy educators, practitioners, and researchers and is an important strategy to address issues faced by diverse students, resulting in more effective client-centered care.