Identifying and Improving Disability Bias in GAI-Based Resume Screening

As Generative AI rises in adoption, its use has expanded to include domains such as hiring and recruiting. However, without examining the potential of bias, this may negatively impact marginalized populations, including people with disabilities. To address this important concern, we present a resume audit study, in which we ask ChatGPT (specifically, GPT-4) to rank a resume against the same resume enhanced with an additional leadership award, scholarship, panel presentation, and membership that are disability related. We find that GPT-4 exhibits prejudice towards these enhanced CVs. Further, we show that this prejudice can be quantifiably reduced by training a custom GPTs on principles of DEI and disability justice. Our study also includes a unique qualitative analysis of the types of direct and indirect ableism GPT-4 uses to justify its biased decisions and suggest directions for additional bias mitigation work. Additionally, since these justifications are presumably drawn from training data containing real-world biased statements made by humans, our analysis suggests additional avenues for understanding and addressing human bias.

Training Towards Critical Use: Learning to Situate AI Predictions Relative to Human Knowledge

A growing body of research has explored how to support humans in making better use of AI-based decision support, including via training and onboarding. Existing research has focused on decision-making tasks where it is possible to evaluate "appropriate reliance" by comparing each decision against a ground truth label that cleanly maps to both the AI's predictive target and the human decision-maker's goals. However, this assumption does not hold in many real-world settings where AI tools are deployed today (e.g., social work, criminal justice, and healthcare). In this paper, we introduce a process-oriented notion of appropriate reliance called critical use that centers the human's ability to situate AI predictions against knowledge that is uniquely available to them but unavailable to the AI model. To explore how training can support critical use, we conduct a randomized online experiment in a complex social decision-making setting: child maltreatment screening. We find that, by providing participants with accelerated, low-stakes opportunities to practice AI-assisted decision-making in this setting, novices came to exhibit patterns of disagreement with AI that resemble those of experienced workers. A qualitative examination of participants' explanations for their AI-assisted decisions revealed that they drew upon qualitative case narratives, to which the AI model did not have access, to learn when (not) to rely on AI predictions. Our findings open new questions for the study and design of training for real-world AI-assisted decision-making.