Black Middle Schoolers’ AI Self-Efficacy and Outcome Expectations in a Summer Camp

• In Event: Equity, Diversity, and Access in Learning

Abstract

Artificial Intelligence is transforming our society, yet racial and gender disparities persist in AI access and use. While early exposure to AI could address these disparities, few curricula target middle schoolers from underrepresented groups. This study examines gender differences in self-efficacy and outcome expectations among Black middle schoolers who participated in a summer camp on AI and paleontology. Interviews with 19 boys and 20 girls revealed that both genders experienced elevated AI self-efficacy but expressed this growth differently. Boys articulated confidence directly and competitively, while girls framed their progress in terms of improvement and collaborative learning. Gender differences also emerged in outcome expectations, with boys focusing on broader future applications and girls connecting their learning to immediate educational opportunities.

Authors

• Raymond Opoku, University of Florida

• Christine Wusylko, Kennesaw State University

• Tonika J. Jones, University of Florida

• Gabriella Haire, University of Florida

• Chih Hsuan Lin, University of Florida

• Nazanin Adhami, University of Florida

• Bruce MacFadden, University of Florida

• Jeremy A.M. Waisome, University of Florida

• Victor Perez, St. Mary's College of Maryland

• Brian Abramowitz, University of Florida

• Stephanie Killingsworth, University of Florida

• Natalie S. King, Georgia State University

• Pasha Antonenko, University of Florida