This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities. A detailed analysis was carried out on 63 studies included in terms of the data source, the design, which inequality and curriculum dimension the studies focused on, and their purposes. Descriptive and interpretive codes coded the remaining data on the text document. As a result of the research, the social inequality and curriculum dimensions addressed in the studies, the purpose of addressing those and the data sources and research designs used to reflect social inequalities were presented.