Gender Stereotypes in the Creation of Educational Cases with ChatGPT

Abstract

This study analyzes how ChatGPT, a generative artificial intelligence tool, reproduces gender stereotypes when creating educational case studies. Through a qualitative analysis of 50 cases, variables such as gender, character role, educational level, position held, and socioeconomic level were examined. The results show that women are more frequently represented in problematic roles, with lower levels of education and in low-ranking positions, while men predominate in problem-solving roles, with postgraduate studies and in leadership positions. These findings underscore the risk of AI perpetuating gender biases present in the data with which it was trained. The study highlights the importance of a critical and conscious use of AI in education to avoid the reproduction of inequalities and promote a more equitable representation of gender in the content generated.

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