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| Main Authors: | , , , , |
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| Format: | Preprint |
| Published: |
2026
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2605.12355 |
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| _version_ | 1866911675846754304 |
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| author | Mahmoud, Qusay H. Davis, Kimberly Duru, Paula Thursby, Laura Kishawy, Hossam |
| author_facet | Mahmoud, Qusay H. Davis, Kimberly Duru, Paula Thursby, Laura Kishawy, Hossam |
| contents | Persistent inequities in STEM education continue to limit the participation of Black youth in science and technology fields across Canada. Structural barriers, underrepresentation, and limited access to culturally affirming learning spaces can restrict both opportunity and confidence in pursuing STEM pathways. This paper examines Ontario Tech University's Engineering Outreach Black Youth Program as an exploratory, practice-based case study of culturally responsive STEM outreach. The program creates inclusive environments where Black youth engage in hands-on, culturally grounded STEM experiences supported by mentorship, representation, and community connection. Its recent integration of artificial intelligence (AI) literacy reflects a growing recognition that early engagement with emerging technologies may expand access to future STEM learning opportunities. The paper discusses how AI-focused activities were introduced within this outreach model and examines short-term outcomes related to AI knowledge, confidence, and critical awareness. Findings suggest gains across these areas, while highlighting the need for future research to examine longer-term outcomes related to STEM belonging, identity, and persistence. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2605_12355 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Early AI Literacy in Culturally Responsive STEM Outreach for Black Youth Mahmoud, Qusay H. Davis, Kimberly Duru, Paula Thursby, Laura Kishawy, Hossam Computers and Society Persistent inequities in STEM education continue to limit the participation of Black youth in science and technology fields across Canada. Structural barriers, underrepresentation, and limited access to culturally affirming learning spaces can restrict both opportunity and confidence in pursuing STEM pathways. This paper examines Ontario Tech University's Engineering Outreach Black Youth Program as an exploratory, practice-based case study of culturally responsive STEM outreach. The program creates inclusive environments where Black youth engage in hands-on, culturally grounded STEM experiences supported by mentorship, representation, and community connection. Its recent integration of artificial intelligence (AI) literacy reflects a growing recognition that early engagement with emerging technologies may expand access to future STEM learning opportunities. The paper discusses how AI-focused activities were introduced within this outreach model and examines short-term outcomes related to AI knowledge, confidence, and critical awareness. Findings suggest gains across these areas, while highlighting the need for future research to examine longer-term outcomes related to STEM belonging, identity, and persistence. |
| title | Early AI Literacy in Culturally Responsive STEM Outreach for Black Youth |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2605.12355 |