2025/10/07 by Jaemarie Solyst, Chloe Fong, Solyst, Jaemarie +7
Social Sciences · #Ethics and Social Impacts of AI #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC)
paper · pdf · doi:10.48550/arxiv.2510.06306
openalex publication_date 2025/10/07 · openalex created_date 2025/10/18 · openalex updated_date 2026/07/28
As AI increasingly saturates our daily lives, it is crucial that youth develop skills to critically use and assess AI systems and envision better alternatives. We apply theories from culturally responsive computing to design and study a learning experience meant to support Black Muslim teen girls in developing critical literacy with generative AI (GenAI). We investigate fashion design as a culturally-rich, creative domain for youth to apply GenAI and then reflect on GenAI's socio-ethical aspects in relation to their own intersectional identities. Through a case study of a three-day, voluntary informal education program, we show how fashion design with GenAI exposed affordances and limitations of current GenAI tools. As the girls used GenAI to create realistic depictions of their dream fashion collections, they encountered socio-ethical limitations of AI, such as biased models and malfunctioning safety systems that prohibited their generation of outputs that reflected their creative ideas, bodies, and cultures. Discussions anchored in the phenomenology of impossible creative realization supported participants' development of critical AI literacy and descriptions of how preferable, identity-affirming technologies would behave. Our findings contribute to the field's growing understanding of how computing education experience designs linking creativity and identity can support critical AI literacy development.