<p>Power relations and social structures shape access and participation in mathematics across the intersections of identity markers such as race, class, gender, and parental status. Historically, these power dynamics have privileged schools and teachers while diminishing parents’ unique contributions and multidimensionality. Parents are often portrayed as monolithic, which ignores or hides how parents’ multiple identities intersect to create unique experiences and challenges in mathematics education spaces. Using an intersectional lens, this systematic literature review examined the ways in which parents’ social identities provide insight into interactions with, access to, and perceptions of mathematics education spaces. We reviewed empirical mathematics education articles from 1998 to 2023 that analyzed how parental social identities influenced mathematics experiences, conceptions, and engagement across the dimensions of structural, political, and representational intersectionality. Of 2172 initial articles, 15 met the inclusion criteria by incorporating at least one additional social identity marker beyond parent within the analysis (e.g., gender, culture, language, race, or ethnicity). Findings revealed that mathematics education operates as a space where power is unevenly distributed. Specifically, institutional structures create barriers for some parents and advantages for others, evidencing structural intersectionality; parents navigate and resist institutional power dynamics in various ways, evidencing political intersectionality; and institutional discourses overlook the complexity of parents’ mathematical knowledge and engagement, evidencing representational intersectionality. Our analysis confirms that failure to examine the multidimensionality of identity often renders invisible the assets and needs of historically marginalized parents and the need for more critical intersectional inquiries that humanize parents with marginalized identities’ mathematics engagement.</p>