Beyond Names: How Grammatical Gender Markers Bias LLM-based Educational Recommendations

AbstractThis paper investigates gender biases exhibited by LLM-based virtual assistants when providing educational recommendations, focusing on minimal gender indicators. Experimenting on Italian, a language with grammatical gender, we demonstrate that simply changing noun and adjective endings (e.g., from masculine "-o" to feminine "-a") significantly shifts recommendations. More specifically, we find that LLMs i) recommend STEM disciplines less for prompts with feminine grammatical gender and ii) narrow down the set of disciplines recommended to prompts with masculine grammatical gender; these effects persist across multiple commercial LLMs (from OpenAI, Anthropic, and Google). We show that grammatical gender cues alone trigger substantial distributional shifts in educational recommendations, and up to 76% of the bias exhibited when using prompts with proper names is already present with grammatical gender markers alone.Our findings highlight the need for robust bias evaluation and mitigation strategies before deploying LLM-based virtual assistants in student-facing contexts and the risks of using general purpose LLMs for educational applications, especially in languages with grammatical gender.