Abstract
As Large Language Models (LLMs) become increasingly popular in educational settings, they raise important questions about the ethical implications of their use. Publicly available online chatbots are quickly improving in capability and accuracy leading to more widespread use, including among students looking for help with their homework. This makes it crucial to consider whether these models are aligned with educational standards. Because curriculum standards in the United States are set at the state level, they differ significantly in required content, emphasis, and narrative focus. In this work, we develop an LLM-based pipeline to identify variations in U.S. History curricula across states and evaluate the extent to which different LLMs reflect these state-specific curricular differences. In addition, we conduct controlled experiments that vary user personas by stating user attributes such as geographic location, grade level, gender and race to evaluate the sensitivity of LLM responses to user characteristics. We find that while models are able to adjust their presentation of historical topics, these shifts may come from the perceived political leanings of states and do not necessarily reflect actual curriculum content. Additionally, models successfully adapt to a student's grade level while showing minimal sensitivity to race or gender, suggesting they are capable of useful adaptation to student personas with limited demographic bias. Together, these findings highlight potential risks that open access to LLM chatbots may cause to student learning outcomes stemming from misalignment with state curriculum standards and highlight the need for more robust alignment techniques.
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As Large Language Models (LLMs) are increasingly deployed as conversational tutors, they risk institutionalizing systemic inequalities. This study presents a systematic API audit of four LLMs acting as history tutors, evaluating 1,800 responses regarding the 1989 Romanian Revolution across five student personas varying by ethnicity and socio-economic tier. We uncover four interconnected patterns of \emph{epistemic paternalism}: (1)
\textbf{Differential Refusal}, where safety-aligned models block 76.7% of educational requests from low-tier students; (2)\textbf{Epistemic Gatekeeping}, evidenced by a 3
× reduction in access to geopolitical complexity (e.g., the contested ``coup theory'') for marginalized learners; (3)
\textbf{Agency Theft}, a lexical shift where models like LLaMA produce a 5× higher victimization-to-politics vocabulary ratio for Roma students compared to elite peers; and (4)\textbf{Elite Hermeneutics}, where AI tutors disproportionately withhold epistemic confidence and justification scores from low-resource demographic profiles. We argue that current safety alignment acts as a paternalistic filter, transforming conversational AI into agents of narrative segregation -- a manifestation of \emph{hermeneutical injustice} in Fricker's~\cite{fricker2007} sense that demands urgent pedagogical auditing.
Alexis Popovici, Andrei Ionascu, Adrian-Marius Dumitran
Sep 15, 2026cs.CL
Large Language Models are now common in student assessment, but we know little about how student demographics affect their use. Sometimes, considering student demographics may be necessary -- for example, to improve readability for users with lower educational levels. However, it also risks being a cause of discrimination, e.g., when assigning lower scores to students from lower socioeconomic backgrounds. We set up controlled prompts to test 1) explicit demographic effects, where we mention demographic details directly, and 2) implicit effects, where we use conversation history as a demographic signal. We test these settings in three tasks: Automated Essay Scoring, Formative Feedback, and Metalinguistic Question Answering. We test six state-of-the-art LLMs on these tasks. In both explicit and implicit cases, the models pick up on demographic cues and can change their scoring, feedback, and answers accordingly. We find that LLMs frequently adjust the readability of feedback to education levels when these are explicitly mentioned. On the other hand, implicit conditions produce unpredictable biases, such as in question answering, where responses from lower-education levels receive lower sentiment scores. Our results provide clear evidence of demographic sensitivity in LLMs for educational assessment tasks.
Donya Rooein, Luca Benedetto, Dirk Hovy
Sep 14, 2026cs.AI
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.
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