Conversational tutoring agents have been shown to improve learning engagement and student outcomes, and large language models (LLMs) are increasingly used in these systems to provide scalable, personalized feedback. However, LLMs may perpetuate or amplify stereotypical social biases, posing particular risks in educational settings. In this study, we evaluate LLMs in conversational tutoring scenarios to identify high-confidence social biases, instances where models are unable to identify biased judgments in tutoring conversations while maintaining strong confidence in their assessments, potentially affecting their reasoning and the feedback they provide to learners. We present a new dataset generation method that enables bias evaluation under naturalistic instructional conditions by regenerating student-AI tutor interactions and introducing turns with controlled bias derived from a benchmark dataset. Using this data, we assess multiple LLMs' ability to detect stereotypical biases and analyze the confidence and reasoning underlying their responses through computational and human evaluations. We find that bias detection is substantially more challenging in conversational tutoring contexts than in benchmark-based evaluations, and that state-of-the-art LLMs are overconfident in their incorrect assessments of stereotypical bias statements. Moreover, model confidence strongly influences reasoning and feedback, highlighting the risks of overconfident, biased behavior in LLM-based tutoring agents. We conclude by discussing implications, mitigation considerations, and directions for future research.
Large language models (LLMs) are increasingly deployed as tutors, but it is unclear whether they support all students equally well. We introduce \textbf{EduFair-Bench}, a benchmark for auditing the pedagogical fairness of LLM tutors---whether tutoring quality varies systematically with student demographics. EduFair-Bench pairs a multi-domain question bank (mathematics, physics, chemistry) with a controlled simulation in which a fixed LLM student interacts with each tutor across nine demographic levels spanning four dimensions: gender, immigration background, first language, and socioeconomic status (SES). Tutoring quality is scored on five turn-level pedagogical metrics and four conversation-level dimensions, using an LLM judge validated against three-annotator consensus on 180 tutor turns. Bias is measured via paired Wilcoxon signed-rank tests and bootstrap effect-size confidence intervals. Two ablations (demographic cues conveyed through names; conflicting demographic information between tutor and student) disentangle tutor-driven from student-driven bias. Across five tutors, we find that model capability and demographic fairness are largely orthogonal: the smallest model is the most consistent while the four more capable tutors all exhibit wide demographic gaps with no clear capability-to-fairness ordering, pedagogy-specific RL training redistributes rather than removes bias, and language- and immigration-related cues produce larger gaps than gender- and SES-related cues.
LLM annotators are increasingly used in computational social science (CSS), but it is unclear whether their alignment-shaped errors preserve the empirical conclusions a researcher would report. We audit three open-source 7B instruction-tuned models (Zephyr, Mistral-Instruct, Qwen2.5-Instruct) across six TweetEval tasks under four prompt conditions (72 cells) and find that social-desirability failures do not run in a single direction. Zephyr exhibits leniency bias, systematically under-applying harmful labels (offensive language: false benign rate 0.729, false alarm rate 0.031). Mistral and Qwen exhibit overcorrection, over-applying the same labels (Mistral hate-speech FAR = 0.604). All three models exhibit neutrality bias on abortion stance, underestimating opposition prevalence by 24 to 40 percentage points and inflating the neutral label. None of the four prompting interventions we test (neutral, safety framing, depersonalized, chain-of-thought) corrects these failures across models; safety framing can worsen stance distortion. Strikingly, Zephyr's hate-speech prevalence estimate matches the gold rate exactly while its class-conditional errors are large in both directions, an accidental cancellation that misleads aggregate validation. We translate these patterns into a three-part taxonomy with diagnostic FBR/FAR signatures and a lightweight gold-sample validation protocol. The headline for trustworthy CSS: a model that looks calibrated on aggregate metrics can still flip the substantive empirical conclusion a researcher would report.
Multilingual studies of social bias in open-ended LLM generation remain limited: most existing benchmarks are English-centric, template-based, or restricted to recognizing pre-specified stereotypes. We introduce StereoTales, a multilingual dataset and evaluation pipeline for systematically studying the emergence of social bias in open-ended LLM generation. The dataset covers 10 languages and 79 socio-demographic attributes, and comprises over 650k stories generated by 23 recent LLMs, each annotated with the socio-demographic profile of the protagonist across 19 dimensions. From these, we apply statistical tests to identify more than 1{,}500 over-represented associations, which we then rate for harmfulness through both a panel of humans (N = 247) and the same LLMs. We report three main findings. \textbf{(i)} Every model we evaluate emits consequential harmful stereotypes in open-ended generation, regardless of size or capabilities, and these associations are largely shared across providers rather than isolated misbehaviors. \textbf{(ii)} Prompt language strongly shapes which stereotypes appear: rather than transferring as a shared set of biases, harmful associations adapt culturally to the prompt language and amplify bias against locally salient protected groups. \textbf{(iii)} Human and LLM harmfulness judgments are broadly aligned (Spearman ρ=0.62), with disagreements concentrating on specific attribute classes rather than specific providers. To support further analyses, we release the evaluation code and the dataset, including model generations, attribute annotations, and harmfulness ratings.
Pierre Le Jeune, Étienne Duchesne, Weixuan Xiao +4