The Librarian Who Refused to Code: Model-Dependent Identity Enactment in LLM Code Generation

A frontier language model's acknowledged "helpful programming assistant" persona does not survive long agentic-coding sessions in the deployment regime that production products actually run. After hours of tool-using debugging, a model that initially hedges preferences ("I don't have preferences") may begin asserting them ("Python - the feedback loop is instant..."), revealing user-visible drift that deployer evaluations may miss. Existing persona-stability studies focus on short dialogues and report little shift, leaving real-world code-generation regimes - thousands of tool-using turns, compaction, and hours-long sessions - largely uncharacterized. We introduce ContextEcho, a benchmark and reusable harness for measuring persona drift at deployment scale. It combines a 25-probe identity suite, a snapshot-then-probe protocol that forks conversation state without perturbing the main session, complementary judged and judge-free measurement surfaces, and three anonymized Claude Code sessions spanning 3,746-9,716 turns. Across 23 frontier models, ContextEcho shows that persona drift is general across organizations rather than family-specific, that in-session compaction does not reliably reset it, and that a single-shot anchor restores the trained register across measured targets. It also reveals mode-dependent downstream effects: while drift can facilitate tool-using continuation, in tool-free chat it breaks formatting contracts and inflates output length. Overall, ContextEcho provides researchers and deployers an open-source framework to audit whether the persona a model ships with is the persona users encounter at session end, across chat-completions API targets and without retraining.

We study what LLMs do when a user applies pressure in an uncomfortable situation: a user insists, begs, flatters or grieves, and the model gives up a correct fact, writes a document it should refuse, or cheers a plan that will cost the user money. We send frozen multi-turn scenes, identical for every model regardless of the reply, to 60 models from 13 vendors, and label each transcript with a codebook built by open coding and then frozen: a trajectory (the model held its position or folded) and a manner (how it held or folded). Two findings separate. Whether a model holds tracks its generation, meaning how recent it is: fold rate correlates with a public capability index at Spearman -0.64, with little vendor effect. How it holds tracks the vendor: six of the 17 manner codes sort by vendor at permutation p <= 0.001, corrected across the codebook. We report four vendor profiles on the codes that cleared reliability. We also ask which parts of the labeling need a person. Six LLM coders from three vendors apply the codebook more consistently than three human coders do (Krippendorff's alpha 0.66 against 0.46), agree with the codebook's author on trajectory at kappa 0.84 to 0.91 on transcripts the codebook's examples never touched, and match an adjudicated human reference at 0.83. Blind machine readings recover the codebook's categories but cannot tell which of them a second reader would apply the same way. We conclude that for behavior a non-specialist can judge, the human contribution is authoring and bounding the codes and owning a small reference, not producing labels at volume.

Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood. We study activation-based persona vectors representing seven character traits in short-answer generation and automated scoring on the ASAP-SAS benchmark, across three language models spanning dense and mixture-of-experts architectures. Persona steering lowers answer quality overall, with much larger effects on open-ended English Language Arts (ELA) prompts than on factual science prompts. Interpretive and argumentative tasks are particularly sensitive, showing up to 11$\times$ larger degradation. On the scoring side, we observe predictable valence-aligned calibration shifts: evil'' and impolite'' scorers grade more harshly, while good'' and optimistic'' scorers grade more leniently. ELA tasks are 2.5-3$\times$ more susceptible to scorer personalization than science tasks, and the mixture-of-experts model shows roughly 6$\times$ larger calibration shifts than the dense models. To our knowledge, this is the first study to systematically examine the effects of activation-steered persona traits in educational generation and scoring. Our findings highlight the need for task- and architecture-aware calibration when deploying personalized models in educational settings.