Exploring Black Girls’ Sources of Self-Efficacy for Artificial Intelligence During an Informal Learning Experience (Poster 18)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Resisting Marginalization: Narratives of Black Student Persistence and Empowerment Across Educational Spaces

Abstract

This study explored the artificial intelligence (AI) related informal learning experiences of a group currently underrepresented in STEM – Black girls. The focus was on understanding the nuances of their sources of AI self-efficacy. The project empowered informal educators and children to actively leverage computer vision in paleontology facilitating development of AI knowledge, skills, and dispositions during a STEM summer camp. Through experiential learning, the girls were able to engage in exploring AI and science concepts and practices and develop self-efficacy for this novel technology transforming our society. This qualitative study revealed the nuances of the participants’ evolving AI self-efficacy, which provide insights into designing curricula that engage and empower Black girls during STEM and AI focsed educational opportunities.

Authors

• Tonika J. Jones, University of Florida

• Raymond Opoku, University of Florida

• Christine Wusylko, Kennesaw State University

• 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

• Stephanie Killingsworth, University of Florida

• Natalie S. King, Georgia State University

• Pasha Antonenko, University of Florida