ChatGPT in the Classroom: An Exploration of First-Generation and Hispanic/Latino/a Student Perceptions

Abstract

This study examines how first-generation and Hispanic/Latino/a students enrolled in an introductory undergraduate psychology course perceived the influence of ChatGPT, a generative AI tool, on their academic skill development, learning experiences, and confidence. This study surveyed 88 students enrolled across four sections of an introductory undergraduate psychology course, with the goal of understanding student perceptions of ChatGPT. Of those surveyed, 67% identified as first-generation, 55% as Hispanic/Latino/a, and 41.9% as both first-generation and Hispanic/Latino/a. Analyses suggested that first-generation and Hispanic/Latino/a students reported more favorable perceptions of ChatGPT’s usefulness than their peers. While the study does not claim generalizability, its findings offer insight into how diverse students perceived AI tools in this educational setting. Interpretations are informed by the Digital Learning Ecosystem and decolonial pedagogy frameworks. Implications for instruction include opportunities for scaffolding AI use to support student agency, identity, and academic confidence in classroom environments.