This study investigates how U.S. college students (N = 1001) perceive and use ChatGPT, exploring its relationship with societal structures and student characteristics. Regression results show that gender, age, major, institution type, and institutional policy significantly influenced ChatGPT use for general, writing, and programming tasks. Students in their 30s–40s were more likely to use ChatGPT frequently than younger students. Non-native English speakers were more likely than native speakers to use ChatGPT frequently for writing, suggesting its potential as a support tool for language learners. Institutional policies allowing ChatGPT use predicted higher use of ChatGPT. Thematic analysis and natural language processing of open-ended responses revealed varied attitudes towards ChatGPT, with some fearing institutional punishment for using ChatGPT and others confident in their appropriate use of ChatGPT. Computer science majors expressed concerns about job displacement due to the advent of generative AI. Higher-income students generally viewed ChatGPT more positively than their lower-income counterparts. Our research underscores how technology can both empower and marginalize within educational settings; we advocate for equitable integration of AI in academic environments for diverse students.
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