Robert E. Wolfe

Aylin Caliskan, Pimparkar Parth Ajay, Tessa Charlesworth et al.

The statistical regularities in language corpora encode well-known social biases into word embeddings. Here, we focus on gender to provide a comprehensive analysis of group-based biases in widely-used static English word embeddings trained on internet corpora (GloVe 2014, fastText 2017). Using the Single-Category Word Embedding Association Test, we demonstrate the widespread prevalence of gender biases that also show differences in: (1) frequencies of words associated with men versus women; (b) part-of-speech tags in gender-associated words; (c) semantic categories in gender-associated words; and (d) valence, arousal, and dominance in gender-associated words. First, in terms of word frequency: we find that, of the 1,000 most frequent words in the vocabulary, 77% are more associated with men than women, providing direct evidence of a masculine default in the everyday language of the English-speaking world. Second, turning to parts-of-speech: the top male-associated words are typically verbs (e.g., fight, overpower) while the top female-associated words are typically adjectives and adverbs (e.g., giving, emotionally). Gender biases in embeddings also permeate parts-of-speech. Third, for semantic categories: bottom-up, cluster analyses of the top 1,000 words associated with each gender. The top male-associated concepts include roles and domains of big tech, engineering, religion, sports, and violence; in contrast, the top female-associated concepts are less focused on roles, including, instead, female-specific slurs and sexual content, as well as appearance and kitchen terms. Fourth, using human ratings of word valence, arousal, and dominance from a ~20,000 word lexicon, we find that male-associated words are higher on arousal and dominance, while female-associated words are higher on valence.

Robert Wolfe, Aayushi Dangol, Bill Howe et al.

Popular and news media often portray teenagers with sensationalism, as both a risk to society and at risk from society. As AI begins to absorb some of the epistemic functions of traditional media, we study how teenagers in two countries speaking two languages: 1) are depicted by AI, and 2) how they would prefer to be depicted. Specifically, we study the biases about teenagers learned by static word embeddings (SWEs) and generative language models (GLMs), comparing these with the perspectives of adolescents living in the U.S. and Nepal. We find English-language SWEs associate teenagers with societal problems, and more than 50% of the 1,000 words most associated with teenagers in the pretrained GloVe SWE reflect such problems. Given prompts about teenagers, 30% of outputs from GPT2-XL and 29% from LLaMA-2-7B GLMs discuss societal problems, most commonly violence, but also drug use, mental illness, and sexual taboo. Nepali models, while not free of such associations, are less dominated by social problems. Data from workshops with N=13 U.S. adolescents and N=18 Nepalese adolescents show that AI presentations are disconnected from teenage life, which revolves around activities like school and friendship. Participant ratings of how well 20 trait words describe teens are decorrelated from SWE associations, with Pearson's r=.02, n.s. in English FastText and r=.06, n.s. in GloVe; and r=.06, n.s. in Nepali FastText and r=-.23, n.s. in GloVe. U.S. participants suggested AI could fairly present teens by highlighting diversity, while Nepalese participants centered positivity. Participants were optimistic that, if it learned from adolescents, rather than media sources, AI could help mitigate stereotypes. Our work offers an understanding of the ways SWEs and GLMs misrepresent a developmentally vulnerable group and provides a template for less sensationalized characterization.