Artificial intelligence (AI) is ubiquitous in K-12 youths' everyday lives. However, it has become increasingly well-documented that AI can cause harm by reflecting and amplifying societal biases. While many youth are not currently empowered to engage in broader responsible AI discourse and processes, there is great potential. Foundational to engaging in critical conversations is ability to critique AI. We present the RAD framework, designed to scaffold critique of AI in three steps: Recognize (harms of AI), Analyze (societal aspects of AI harms), and Deliberate (what more responsible AI could be). We ran a workshop study with racially diverse middle school girls (N = 21) to investigate its effectiveness. We found that through being scaffolded with the framework, the youth could articulate biases that they saw in an AI scenario and consider how biases may impact different stakeholders. They then could contemplate how different stakeholders had varying amounts of power in the AI scenario and what that meant in terms of creating more responsible AI systems and processes. After participating in the study, the youth felt more strongly about voicing their opinions about AI with others. The RAD framework and activities work toward emboldening youths' engagement in critical discourse about AI.

Artificial intelligence (AI) literacy is especially important for those who may not be well-represented in technology design. We worked with ten Black girls in fifth and sixth grade from a predominantly Black school to understand their perceptions around fair and accountable AI and how they can have an empowered role in the creation of AI. Thematic analysis of discussions and activity artifacts from a summer camp and after-school session revealed a number of findings around how Black girls: perceive AI, primarily consider fairness as niceness and equality (but may need support considering other notions, such as equity), consider accountability, and envision a just future. We also discuss how the learners can be positioned as decision-making designers in creating AI technology, as well as how AI literacy learning experiences can be empowering.

Youth regularly use technology driven by artificial intelligence (AI). However, it is increasingly well-known that AI can cause harm on small and large scales, especially for those underrepresented in tech fields. Recently, users have played active roles in surfacing and mitigating harm from algorithmic bias. Despite being frequent users of AI, youth have been under-explored as potential contributors and stakeholders to the future of AI. We consider three notions that may be at the root of youth facing barriers to playing an active role in responsible AI, which are youth (1) cannot understand the technical aspects of AI, (2) cannot understand the ethical issues around AI, and (3) need protection from serious topics related to bias and injustice. In this study, we worked with youth (N = 30) in first through twelfth grade and parents (N = 6) to explore how youth can be part of identifying algorithmic bias and designing future systems to address problematic technology behavior. We found that youth are capable of identifying and articulating algorithmic bias, often in great detail. Participants suggested different ways users could give feedback for AI that reflects their values of diversity and inclusion. Youth who may have less experience with computing or exposure to societal structures can be supported by peers or adults with more of this knowledge, leading to critical conversations about fairer AI. This work illustrates youths' insights, suggesting that they should be integrated in building a future of responsible AI.