Abstract. Culturally sensitive educational technologies may be able to help improve underrepresented students' learning and engagement when they are deployed in the classroom. However, there may be challenges integrating these systems into the classroom when the cultural components they incorporate are heavily stigmatized in contemporary society. In this on-going work, we are using an action research approach to investigate how involving teachers in the design of these technologies may not only affect the effectiveness of these interventions on students, but also teachers' own ideologies surrounding the targeted stigmatized cultural components
