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1. Why Am I Supposed to Love Math?: Digital Mathematics Storytelling in Asian American Communities

   Chao, Theodore; Hidayat, Angga; Oliwe, Ruth N (October 2023, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D (Ed.)

   In this research study, we detail how Digital Mathematics Storytelling, in which youth create video stories detailing the mathematics knowledge existing within their families and communities, can actively create counter-stories to the model minority myth. Through intergenerational video storytelling in historic Asian American communities, the research team and participants used a community participatory action research and narrative inquiry framework to engage elementary and middle-school aged youth in mathematics-based storytelling that not only detailed the painful effects of the model minority myth but also showcased that mathematics identities within Asian American communities can be rich and joyful. 

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2. Narratives Shape Cognitive Representations of Immigrants and Immigration-Policy Preferences

   https://doi.org/10.1177/0956797620963610  

   Martinez, Joel E.; Feldman, Lauren A.; Feldman, Mallory J.; Cikara, Mina (February 2021, Psychological Science)

   null (Ed.)

   Scholars from across the social and media sciences have issued a clarion call to address a recent resurgence in criminalized characterizations of immigrants. Do these characterizations meaningfully impact individuals’ beliefs about immigrants and immigration? Across two online convenience samples (total N = 1,054 adult U.S. residents), we applied a novel analytic technique to test how different narratives—achievement, criminal, and struggle-oriented—impacted cognitive representations of German, Russian, Syrian, and Mexican immigrants and the concept of immigrants in general. All stories featured male targets. Achievement stories homogenized individual immigrant representations, whereas both criminal and struggle-oriented stories racialized them along a White/non-White axis: Germany clustered with Russia, and Syria clustered with Mexico. However, criminal stories were unique in making our most egalitarian participants’ representations as differentiated as our least egalitarian participants’. Narratives about individual immigrants also generalized to update representations of nationality groups. Most important, narrative-induced representations correlated with immigration-policy preferences: Achievement narratives and corresponding homogenized representations promoted preferences for less restriction, and criminal narratives promoted preferences for more. 

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3. Bottom-up psychosocial interventions for interdependent privacy: Effectiveness based on individual and content differences

   https://doi.org/10.1145/3544548.3581117  

   Washburn, Renita; Tanni, Tangila Islam; Solihin, Yan; Kapadia, Apu; Amon, Mary Jean (April 2023, Bottom-up psychosocial interventions for interdependent privacy: Effectiveness based on individual and content differences)

   Although a great deal of research has examined interventions to help users protect their own information online, less work has examined methods for reducing interdependent privacy (IDP) violations on social media (i.e., sharing of other people's information). This study tested the effectiveness of concept-based (i.e., general information), fact-based (i.e., statistics), and narrative-based (i.e., stories) educational videos in altering IDP-relevant attitudes and multimedia sharing behaviors. Our study revealed concept and fact videos reduced sharing of social media content that portrayed people negatively. The narrative intervention backfired and increased sharing among participants who did not believe IDP violations to be especially serious; however, the narrative intervention decreased sharing for participants who rated IDP violations as more serious. Notably, our study found participants preferred narrative-based interventions with real world examples, despite other strategies more effectively reducing sharing. Implications for narrative transportation theory and advancing bottom-up (i.e., user-centered) psychosocial interventions are discussed. 

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

   https://doi.org/10.1145/3484495  

   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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5. Youth Critical Data Practices in the COVID-19 Multipandemic

   https://doi.org/10.1177/23328584211041631  

   Calabrese Barton, Angela; Greenberg, Day; Turner, Chandler; Riter, Devon; Perez, Melissa; Tasker, Tammy; Jones, Denise; Herrenkohl, Leslie Rupert; Davis, Elizabeth A. (January 2021, AERA Open)

   This study investigates how youth from two cities in the United States engage in critical data practices as they learn about and take action in their lives and communities in relation to COVID-19 and its intersections with justice-related concerns. Guided by theories of critical data literacies and data justice, a historicized and future-oriented participatory methodological approach is used to center the lived lives and communities of participants through dialogic interviews and experience sampling method. Data were co-analyzed with participants using critical grounded theory. Findings illustrate how youth not only aimed to reveal the dynamic and human aspects of and relationships with data as they engage with/in the world as people who matter but also offered alternative infrastructures for counter data production and aggregation toward justice in the here and now and desired possible futures. Implications for studies of learning with/through data practices in everyday life in relation to issues of justice are discussed. 

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