epistemic-injustice
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- PaperarXiv — AI in Education (cs.CY)13 Jul 2026
The Paternalistic Filter: Epistemic Injustice and Differential Refusal in LLM-Mediated History Education for Marginalized Romanian Students
Alexis Popovici, Andrei Ionascu, Adrian-Marius Dumitran
A systematic audit of four LLMs acting as history tutors found that safety-aligned models exhibit epistemic paternalism, differentially refusing 76.7% of educational requests from low-tier students and reducing access to complex geopolitical content for marginalized learners. The study identifies patterns including differential refusal, epistemic gatekeeping, agency theft, and elite hermeneutics, arguing that current safety alignment functions as a paternalistic filter that perpetuates narrative segregation.
Original abstract
As Large Language Models (LLMs) are increasingly deployed as conversational tutors, they risk institutionalizing systemic inequalities. This study presents a systematic API audit of four LLMs acting as history tutors, evaluating 1,800 responses regarding the 1989 Romanian Revolution across five student personas varying by ethnicity and socio-economic tier. We uncover four interconnected patterns of \emph{epistemic paternalism}: (1)~\textbf{Differential Refusal}, where safety-aligned models block 76.7\% of educational requests from low-tier students; (2)~\textbf{Epistemic Gatekeeping}, evidenced by a 3$\times$ reduction in access to geopolitical complexity (e.g., the contested ``coup theory'') for marginalized learners; (3)~\textbf{Agency Theft}, a lexical shift where models like LLaMA produce a 5$\times$ higher victimization-to-politics vocabulary ratio for Roma students compared to elite peers; and (4)~\textbf{Elite Hermeneutics}, where AI tutors disproportionately withhold epistemic confidence and justification scores from low-resource demographic profiles. We argue that current safety alignment acts as a paternalistic filter, transforming conversational AI into agents of narrative segregation -- a manifestation of \emph{hermeneutical injustice} in Fricker's~\cite{fricker2007} sense that demands urgent pedagogical auditing.