This dissertation explores the development and implementation of a community-based educational program, iDREAM, aimed at teaching minoritized youth about Artificial Intelligence (AI) with an emphasis on ethics and social justice. Partnering with two NGOs, this study integrates Culturally Sustaining Pedagogy (CSP) and Critical Computational Literacy (CCL) to co-design an accessible, community-centered approach to AI education, referred to as the Computational Equity Approach. The research investigates how initial perceptions of AI among youth evolve through their engagement in the program and their visions of possible futures (RQ1), and also examines the role of the co-design process in shaping these experiences (RQ2). The findings demonstrate that when youth are provided with the tools to critically engage with technology, and when their cultural identities and interests are celebrated and sustained, they not only develop a nuanced understanding of the technology but also feel empowered to influence it. This underscores the importance of creating safe, collaborative environments with accurate and relevant content tailored to the community, fostering meaningful engagement and learning starting from the co-design session. This dissertation highlights how non-technical aspects of a program, such as care, flexibility, and cultural sustainment, are essential to the successful integration of emerging technologies like AI into community-based technical educational programs. By prioritizing these elements, we can create learning environments that are not only technically enriching but also culturally relevant and responsive to the needs of minoritized youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]