In response to the glaring disparities in the number of African-Americans, Hispanics, Native Americans, and females employed in computer science (CS) field, the purpose of this study was to enhance underrepresented minority (URM) students' identification with and motivation for CS through a culturally relevant intervention in a required high school mathematics course. This intervention weaved geometry concepts, cultural art, and coding through the virtual presentation of Native American Star Quilts in Python. Participants were 142 high school students across six 10th-grade geometry classes. Three of the six geometry classes were randomly assigned to receive the intervention. Results indicated that the intervention had a positive effect on the development of computer science-oriented possible selves, especially among females, and a positive effect on the CS self-efficacy of females and Hispanic students.