Publications

Should AI Mimic People? Understanding AI-Supported Writing Technology Among Black Users

Published in 28th ACM Conference On Computer-Supported Cooperative Work and Social Computing (CSCW '25) [won DEI award], 2025

Authors: Jeffrey Basoah, Jay L. Cunningham, Erica Adams, Alisha Bose, Aditi Jain, Kaustubh Yadav, Zhengyang Yang, Katharina Reinecke, Daniela Rosner

Black American users experience a tradeoff between the benefits of AI-supported writing technology (AISWT) and feeling excluded by them. Participants reported that AISWT often fails to recognize African American Vernacular English, leading to alienation and concerns about cultural marginalization.

Recommended citation: Jeffrey Basoah, Jay L. Cunningham, Erica Adams, Alisha Bose, Aditi Jain, Kaustubh Yadav, Zhengyang Yang, Katharina Reinecke, and Daniela Rosner. 2025. Should AI Mimic People? Understanding AI-Supported Writing Technology Among Black Users. Proc. ACM Hum.-Comput. Interact. 9, 7, Article 242 (November 2025), 51 pages.
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Toward Responsible ASR for African American English Speakers: A Scoping Review of Bias and Equity in Speech Technology

Published in AAAI/ACM Conference on AI, Ethics, and Society (AIES '25), 2025

Authors: Jay L. Cunningham, Adinawa Adjagbodjou, Jeffrey Basoah, Jainaba Jawara, Kowe Kadoma, Aaleyah Lewis

This paper examines bias and equity challenges in automatic speech recognition for African American English speakers. Through a scoping review, we identify systemic limitations in current ASR systems and propose pathways toward more equitable speech technology.

Recommended citation: Cunningham, J. L., Adjagbodjou, A., Basoah, J., Jawara, J., Kadoma, K., & Lewis, A. (2025). Toward Responsible ASR for African American English Speakers: A Scoping Review of Bias and Equity in Speech Technology. In Proceedings of the 2025 AAAI/ACM Conference on AI, Ethics, and Society (AIES-2025). Madrid, Spain.
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Not Like Us, Hunty: Measuring Perceptions and Behavioral Effects of Minoritized Anthropomorphic Cues in LLMs

Published in ACM Conference on Fairness, Accountability, and Transparency (FAccT ’25), 2025

Authors: Jeffrey Basoah, Daniel Chechelnitsky, Tao Long, Katharina Reinecke, Chrysoula Zerva, Kaitlyn Zhou, Mark Díaz, Maarten Sap

As LLMs adapt to diverse users, they risk appropriating sociolects…

Recommended citation: Jeffrey Basoah, Daniel Chechelnitsky, Tao Long, Katharina Reinecke, Chrysoula Zerva, Kaitlyn Zhou, Mark Díaz, and Maarten Sap. 2025. Not Like Us, Hunty: Measuring Perceptions and Behavioral Effects of Minoritized Anthropomorphic Cues in LLMs. In Proceedings of the 2025 ACM Conference on Fairness, Accountability, and Transparency (FAccT ’25). Association for Computing Machinery, New York, NY, USA, 710–745.
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Hopeful Failure: How Collaborative Design Fiction Reimagines AI

Authors: Jeffrey Basoah, Katharina Reinecke, Daniela Rosner, Ihudiya Finda Ogbonnaya-Ogburu

This study explores how Black American participants envision futures with AI through design fiction workshops, revealing narratives of “hopeful failure” where AI’s limitations open new social possibilities. The findings highlight five key areas of AI engagement, offering insights into the broader social impacts of AI development.

The SPORT-C Intervention: An Integration of Sports, Case-Based Pedagogy and Systems Thinking Learning

Published in 18th International Conference on Frontiers in Education: Computer Science & Computer Engineering (FECS'22) [Accepted, awaiting publication], 2023

Authors: Jeffrey Basoah, William Scherer, Karis Boyd-Sinkler, Reid Bailey

The SPORT-C intervention integrates sports, systems thinking, and case-based learning to make STEM education more engaging and culturally relevant for underrepresented students. A pilot study suggests this approach boosts student motivation and engagement in STEM subjects.

Recommended citation: Basoah, J., Scherer, W., Boyd-Sinkler, K., & Bailey, R. (2023, June 19). The SPORT-C Intervention: An Integration of Sports, Case-Based Pedagogy and Systems Thinking Learning. 18th International Conference on Frontiers in Education: Computer Science & Computer Engineering (FECS'22). [Accepted, awaiting publication]
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