A Human-Centric Approach towards Equity and Inclusion in AI Education

Abstract

Artificial Intelligence (AI) has become pervasive in modern lives, with AI generative tools driving further transformation. However, a notable issue persists: the underrepresentation of females and individuals from ethnic and racial minorities in the tech industry. Despite generally positive attitudes toward technology among young students, this enthusiasm often does not extend to aspirations for careers in the field. To address this disparity, many schools in the United States are now offering computer science and AI courses at the high school level. Nevertheless, students from underrepresented groups often feel disconnected from these subjects, leading to low enrollment rates. Research underscores that students' career aspirations are solidified between the ages of 10-14 yrs, highlighting the importance of engaging them with computer science and computing skills during this formative period. Leveraging the Bourdieusian concept of social capital, this paper proposes educational interventions tailored for elementary schools. By nurturing students' technical social capital, these interventions aim to foster an inclusive ecosystem from an early age, when aspirations are taking shape. Ultimately, the goal is to enhance the accessibility of computer science education and related skills, empowering young students from underrepresented groups to pursue higher studies and careers in computer science and AI fields.