Persistent inequities in STEM education continue to limit the participation of Black youth in science and technology fields across Canada. Structural barriers, underrepresentation, and limited access to culturally affirming learning spaces can restrict both opportunity and confidence in pursuing STEM pathways. This paper examines Ontario Tech University's Engineering Outreach Black Youth Program as an exploratory, practice-based case study of culturally responsive STEM outreach. The program creates inclusive environments where Black youth engage in hands-on, culturally grounded STEM experiences supported by mentorship, representation, and community connection. Its recent integration of artificial intelligence (AI) literacy reflects a growing recognition that early engagement with emerging technologies may expand access to future STEM learning opportunities. The paper discusses how AI-focused activities were introduced within this outreach model and examines short-term outcomes related to AI knowledge, confidence, and critical awareness. Findings suggest gains across these areas, while highlighting the need for future research to examine longer-term outcomes related to STEM belonging, identity, and persistence.

翻译：加拿大STEM教育中的持续不平等现象继续限制黑人青少年参与科学与技术领域的机会。结构性障碍、代表性不足以及缺乏文化认同的学习空间，削弱了他们在STEM领域发展的机会与信心。本文以安大略理工大学工程推广黑人青少年项目为实践案例，探讨文化响应型STEM推广模式。该项目通过指导、代表性和社区联系，创建包容性环境，使黑人青少年参与基于文化的实践性STEM体验。近期引入的人工智能素养教育反映了学界日益认识到：早期接触新兴技术可能扩大未来STEM学习机会。论文讨论了在该推广模式中如何引入AI相关活动，并考察了AI知识、信心和批判性意识方面的短期成果。研究结果表明这些方面均有提升，同时强调未来研究需关注STEM归属感、身份认同及持续性等长期成效。