This article examines the impact of generative artificial intelligence (GenAI) on science education, focusing on the integration of DALL-E 3 and ChatGPT. The authors explore how these technologies generate images of science classrooms and educators, analyzing the cultural capital portrayed in these depictions. Using a capital lens, they examine embodied, objectified, and institutionalized forms of cultural capital to assess if the images align with or challenge stereotypical representations of science education. The study reveals that while the images often reinforce stereotypes, such as white lab coats and goggles, they also introduce elements of diversity, including varied genders, ethnicities, and pedagogical approaches. The authors highlight the need for ongoing vigilance about equity, representation, bias, and transparency in GenAI artifacts, contributing to broader discussions on the ethical implications of GenAI in education.This article examines the impact of generative artificial intelligence (GenAI) on science education, focusing on the integration of DALL-E 3 and ChatGPT. The authors explore how these technologies generate images of science classrooms and educators, analyzing the cultural capital portrayed in these depictions. Using a capital lens, they examine embodied, objectified, and institutionalized forms of cultural capital to assess if the images align with or challenge stereotypical representations of science education. The study reveals that while the images often reinforce stereotypes, such as white lab coats and goggles, they also introduce elements of diversity, including varied genders, ethnicities, and pedagogical approaches. The authors highlight the need for ongoing vigilance about equity, representation, bias, and transparency in GenAI artifacts, contributing to broader discussions on the ethical implications of GenAI in education.