This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students' and teacher candidates' multiple social markers of identity, and in particular the complexity of their identities. Using the framework of intersectionality, we illustrate how teacher education researchers position student and teacher candidate identities and their complexity. Findings indicate that identity is typically addressed in a unidimensional manner, with little acknowledgment of students' or teacher candidates' complex, multiple, and intersecting identities. We conclude our analysis by exploring the potential of intersectionality as a framework for identity considerations when preparing equity-minded new teachers who are committed to social justice.