Abstract This systematic literature review analysed 40 studies published between January 2002 and April 2025, focusing on the mathematics experiences of students, parents, and teachers in multicultural classrooms. Using Bourdieu's concepts of field, habitus, and cultural capital, the review identified five key themes: relationships, parental involvement, racial narratives, culturally responsive pedagogy, and teacher diversity. These themes highlighted challenges that impeded student achievement and shaped stakeholder experiences. The findings emphasised that the social field of school mathematics has the potential to leverage the cultural capital of students and parents to improve outcomes. This is best achieved through culturally responsive pedagogy that fosters strong student‐teacher relationships and meaningful parental involvement. Such inclusive approaches also combat racial narratives perpetuating deficit views of multicultural students and families. The review also underscores the importance of developing teachers' cultural competence through targeted pre‐service and in‐service training, as well as recruiting and retaining diverse educators. Implications for teacher education, institutional practices, and future research are also discussed. Context and implications Rationale for this study: This study addresses the urgent need to improve mathematics outcomes for culturally diverse students by examining student, parent, and teacher experiences through a Bourdieuian lens. Why the new findings matter: Findings reveal how overlooked cultural capital, teacher bias, and power imbalances sustain inequities, emphasising the need for cultural competence and responsive pedagogy in mathematics education. Implications for educators, institutions and researchers: This review underscores the importance of embedding culturally responsive pedagogy in teacher education. Teachers must recognise students' cultural capital, challenge deficit narratives, and build equitable relationships, particularly with minoritised families. Training should include field experiences in multicultural communities and promote parent partnerships. Institutions must prioritise diverse teacher recruitment, ongoing professional development promoting cultural competency, and identity‐affirming practices. Researchers should promote community‐based collaborations that engage families and address structural barriers such as racial narratives. Collectively, these efforts aim to reshape teacher habitus and institutional norms to foster inclusive, culturally responsive mathematics classrooms that affirm student identities and advance educational equity.
Dediwalage et al. (Mon,) studied this question.