Abstract: The study systematically reviews the existing literature in computer science (CS) and computational thinking (CT) education fields focusing on teachers in relation to marginalized groups. The synthesis of the reviewed studies (n=33) showed that existing papers in this field fall into one of the three categories: curriculum and pedagogy, beliefs, and inclusion. Although some promising results were identified, the reviewed studies showed several methodological weaknesses: the lack of experimental studies, small sample sizes, and non-validated measures.