Unequal technology access for Black and Latine communities has been a persistent economic, social justice, and human rights issue despite increased technology accessibility due to advancements in consumer electronics like phones, tablets, and computers. We contextualize socio-technical access inequalities for Black and Latine urban communities and find that many students are hesitant to engage with available technologies due to a lack of engaging support systems. We present a holistic student-led STEM engagement model through AVELA - A Vision for Engineering Literacy and Access leveraging culturally responsive lessons, mentor embodied community representation, and service learning. To evaluate the model's impact after 4 years of mentoring 200+ university student instructors in teaching to 2,500+ secondary school students in 100+ classrooms, we conducted 24 semi-structured interviews with college AnonymizedOrganization members. We identify access barriers and provide principled recommendations for designing future STEM education programs.

翻译：尽管手机、平板和计算机等消费电子产品的技术进步提升了技术可及性，但黑人和拉丁裔社区的技术不平等获取问题依然是持续存在的经济、社会正义与人权议题。我们通过情境化分析黑人和拉丁裔城市社区的社会技术获取不平等现象，发现许多学生因缺乏有吸引力的支持系统而对主动接触现有技术持犹豫态度。本文提出了一种以学生为主导的全方位STEM参与模式——AVELA（工程素养与可及性的愿景），该模式融合了文化响应式课程、导师社区代表性体现以及服务学习。为评估该模式在四年间指导200余名大学助教向100余所中学的2500余名学生开展教学后的影响，我们对来自匿名化组织的24名大学生进行了半结构化访谈。我们识别出获取障碍，并为未来STEM教育项目的设计提供了原则性建议。