Gendered Responses to AI Governance: Insights from a Quantitative National Survey on ChatGPT Usage Among Students and Educators

This study employs quantitative analysis to investigate how gender differences and educational policies influence students’ and educators’ willingness to engage with ChatGPT in the face of potential restrictions. Leveraging data from a national survey, which saw participation from 1,500 respondents across the United States, this research offers insights from a varied group encompassing both students and educators, thus ensuring a broad perspective on the subject. The findings reveal significant gender disparities in the inclination to use ChatGPT if it were banned, emphasizing the considerable impact of school policies. Critical Race Structuralism (CRS) was employed as a theoretical lens to delve deeper into these findings.