As AI-driven devices and toys play an increasingly important role in children’s lives, little research has considered how social and economic disparities and cultural differences shape children’s engagement with AI. Good systems must be responsive to diverse communities, particularly for children from underrepresented populations in tech (e.g., African-American, Latinx). The purpose of the study is to examine how children from underrepresented populations understand, interact with, and evaluate AI-driven digital assistants. Through interviews and experimental work, we will identity factors related to diversity, ethics, and child development for creating age-appropriate AI technologies for children in early to late adolescence (8-to 12-years of age).