Keywords: Sociology of Education, Artificial Intelligence, Digital Divide, Social Stratification, EdTech.
Affiliations: Department of Educational Sociology, Northern Plains University; Center for Digital Learning, Institute of Future Pedagogy.
Abstract
The widespread integration of generative Artificial Intelligence (AI) into primary and secondary educational curricula has fundamentally disrupted traditional pedagogical models. While optimists hail AI as a great equalizer capable of providing personalized tutoring to every student, this paper provides a critical sociological examination demonstrating how AI deployment often exacerbates existing socioeconomic stratifications. Through a mixed-methods study encompassing fifty public and private schools across three diverse metropolitan areas, the research analyzes access to, and utilization of, premium AI tools. The data reveal a profound "AI Divide." Wealthier, well-resourced districts integrate advanced, paid AI platforms into structured learning, fostering critical thinking, coding proficiency, and algorithmic literacy among their students. Conversely, underfunded districts primarily rely on rudimentary, free-tier AI systems, often implemented not as cognitive scaffolds, but as low-cost substitutes for human educators or basic grading mechanics. The study further explores the sociological implications of algorithmic bias in educational software, noting how these systems frequently misinterpret the linguistic patterns and cultural references of minority students, leading to unjust penalizations in automated essay scoring. The authors argue that without targeted policy interventions, the unregulated commercialization of EdTech will entrench a two-tiered educational system: one that prepares affluent students to manage and innovate with AI, and another that prepares marginalized students to be managed by it. The paper concludes by advocating for the classification of premium educational AI as a public utility, demanding equitable funding models and robust teacher-training programs to ensure technology serves as a bridge, rather than a barrier, to social mobility.