Abstract
To address the critical lack of representation in computer science and STEAM (science, technology, engineering, art, and mathematics), we designed learning experiences for high school youth using culturally situated art and design principles structured to increase authentic engagement, particularly for underrepresented and underestimated youth. Referencing sociocultural practices from hip-hop, we invited students to engage with us in an iterative process of storytelling, creation, and fabrication. Through design cyphers, we centered student knowledge to define the why behind making robotic prototypes and address the benefits and dangers of artificial intelligence such as bias and stereotypes. By integrating cyphers into the design thinking process, we created spaces for students to communicate, collaborate, and create innovative solutions to prototype, iterate, remix, and advance to their final project. In collaborative peer reviews and gallery walks, the groups received constructive critiques at each step of the design process, from prototype to final project.
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