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   Psaltis, Dimitrios ; Talbot, Colm ; Payne, Ethan ; Mandel, Ilya ( May 2021 , Physical Review D)

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   In this qualitative, participatory action research study, we examine how six Black women undergraduate students develop, cultivate, and sustain their healthcare career aspirations while examining challenges Black women undergraduate students experience during their pursuit of a healthcare career. Using community cultural wealth to frame our study, we collected two interviews per participant along with participant-generated photographs. We found that student participants experienced multiple forms of oppression, financial challenges, and lack of access to academic resources, but they were able to persist through support from family, faculty, and peers, along with faith-based practices and creative arts. Findings provide insights for higher education leaders, STEM and health sciences faculty, and the healthcare industry to advance equity for Black women pursuing healthcare careers. 

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5. In the Black Mirror: Youth Investigations Into Artificial Intelligence: In the Black MirrorYouth Investigations Into Artificial Intelligence

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   Lee, Clifford H. ; Gobir, Nimah ; Gurn, Alex ; Soep, Elisabeth ( April 2022 , ACM Transactions on Computing Education)

   Over the past two decades, innovations powered by artificial intelligence (AI) have extended into nearly all facets of human experience. Our ethnographic research suggests that while young people sense they can't “trust” AI, many are not sure how it works or how much control they have over its growing role in their lives. In this study, we attempt to answer the following questions: 1) What can we learn about young people's understandings of AI when they produce media with and about it? 2) What are the design features of an ethics-centered pedagogy that promotes STEM engagement via AI? To answer these questions, we co-developed and documented three projects at YR Media, a national network of youth journalists and artists who create multimedia for public distribution. Participants are predominantly youth of color and those contending with economic and other barriers to full participation in STEM fields. Findings showed that by creating a learning ecology that centered the cultures and experiences of its learners while leveraging familiar tools for critical analysis, youth deepened their understanding of AI. Our study also showed that providing opportunities for youth to produce ethics-centered Interactive stories interrogating invisibilized AI functionalities, and to release those stories to the public, empowered them to creatively express their understandings and apprehensions about AI. 

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