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Restorying with AI Art among Latinx Elementary Students

Published: 15 March 2024 Publication History

Abstract

The Latinx community is underrepresented in tech-oriented fields, which aligns with the lack of culturally relevant learning experiences in CS for Latinx youth, hindering their ability to conceptualize technology as a tool for transformation and vehicle for cultural expression. This study takes on a restorying approach at the elementary level, where 9 fourth-grade students engaged in focus group discussions over three days to generate prompts for a generative AI art. Through the lens of restorying, the prompts had students conceptualize a future with a focus on their Mexican-American heritage, local community, and technology. The study revealed that students associated their heritage with symbolic representations such as food and music, and characterized the community as a commercialized space while also emphasizing locations conducive to family-oriented activities. As a result, technology in community spaces was associated with consumerism. However, when envisioning a futuristic, transformed community, they made deeper connections between the role of technology in the community, making intricate connections between community improvements and technology-based solutions. This underscores the need for computing education to dedicate time for young learners to reflect on the role technology has on their current culture and community to make deeper connections.

References

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Glenda M Flores. 2011. Latino/as in the hard sciences: Increasing Latina/o participation in science, technology, engineering and math (STEM) related fields. Latino Studies 9 (2011), 327--335.
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Yasmin Kafai, Chris Proctor, and Debora Lui. 2020. From theory bias to theory dialogue: embracing cognitive, situated, and critical framings of computational thinking in K-12 CS education. ACM Inroads 11, 1 (2020), 44--53.
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Allison Master. 2021. Gender stereotypes influence children's STEM motivation. Child Development Perspectives 15, 3 (2021), 203--210.
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Luis Noe-Bustamante, Mark Hugo Lopez, and Jens Manuel Krogstad. 2020. US Hispanic population surpassed 60 million in 2019, but growth has slowed. (2020).
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Santiago Ojeda-Ramirez, Jennifer Tsan, Donna Eatinger, Sharin Jacob, Dana Saito- Stehberger, Diana Franklin, and Mark Warschauer. 2023. Describing Elementary Students' Spheres of Influence in Scratch'About Me'Projects. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1. 333--339.
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Mia S Shaw, James Joshua Coleman, Ebony Elizabeth Thomas, and Yasmin B Kafai. 2023. Restorying a Black girl's future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education. Journal of the Learning Sciences 32, 1 (2023), 52--75.
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Ebony Elizabeth Thomas and Amy Stornaiuolo. 2016. Restorying the self: Bending toward textual justice. Harvard Educational Review 86, 3 (2016), 313--338.

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  • (2025)Generative AI in Engineering and Computing Education: A Scoping Review of Empirical Studies and Educational PracticesIEEE Access10.1109/ACCESS.2025.354142413(30789-30810)Online publication date: 2025

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  1. Restorying with AI Art among Latinx Elementary Students

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    cover image ACM Conferences
    SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2
    March 2024
    2007 pages
    ISBN:9798400704246
    DOI:10.1145/3626253
    Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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    Published: 15 March 2024

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    Author Tags

    1. ai literacy
    2. elementary school
    3. heritage
    4. latinx
    5. restorying

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    • (2025)Generative AI in Engineering and Computing Education: A Scoping Review of Empirical Studies and Educational PracticesIEEE Access10.1109/ACCESS.2025.354142413(30789-30810)Online publication date: 2025

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