Leveraging ChatGPT in K-12 School Discipline: Potential Applications and Ethical Considerations

This paper investigates the utility of an Artificial Intelligence (AI) system, as it examines AI-generated output when prompted with a series of vignettes reflecting typical disciplinary challenges encountered by K-12 students. Specifically, the study focuses on possible racial biases embedded within ChatGPT, a prominent language-based AI system. An analysis of AI-generated responses to disciplinary vignettes involving students of diverse racial backgrounds uncovered subtle yet prevalent racial biases present in the output. The findings indicate that while ChatGPT generally offered recommendations that were consistent and appropriate across racial lines, instances of pronounced and prejudicial disparities were observed. This study highlights the critical necessity of acknowledging and rectifying racial biases inherent in AI systems, especially in contexts where such technologies are utilized for school discipline. It provides guidance for educators and practitioners on the cautious use of AI-driven tools in disciplinary contexts, and emphasizes the ongoing imperative to mitigate biases in AI systems to ensure fair and equitable outcomes for all students, irrespective of race or ethnicity.