The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type




Degree Name

English: M.A.




College of Liberal Arts

First Advisor

Michael Dando

Second Advisor

Danielle Donelson

Third Advisor

John Madden

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Generative Artificial Intelligence, Algorithmic Bias, Critical Pedagogy, Diverse Students, Learning Inequality, Language Diversity


Artificial Intelligence has been around for quite some time, but recently, it has taken impressive leaps in its capability to revolutionize human-machine interaction. Naturally, discussions on its societal impact are becoming more prominent. Generative AI tools have a unique capability of interacting with people that no other technology had before. Within academia, the discussion of how AI tools are to be implemented in learning classrooms are also getting traction, with a major concern of preserving academic integrity. Historically, diverse students have faced many challenges of inequality in classrooms and theorists like Paulo Freire and Sonia Nieto have long argued for the need of a more inclusive and critical curriculum that focuses on empowering marginalized students and reversing oppressive power dynamics. However, the discussion of how generative AI can reinforce language discrimination and perpetuate the existing marginalization of diverse students in higher education learning environments is still highly unexplored. By looking at the history of language discrimination in education and the marginalization of diverse students, the current discussions of algorithmic bias and AI’s potential for discrimination, as well as data gathered from a mixed-method study with higher education students; this research aims to start a conversation on the impact of generative AI as a learning tool on deepening inequality for diverse students and perpetuating existing power asymmetries and oppressive systems that extend well beyond the classroom.