The problem that was addressed in this study was underrepresented minorities' low interest in pursuing computer science as a profession. The purpose of this quantitative, quasi-experimental study was to measure underrepresented youth's attitudes toward computer science. The issue remains a pressing challenge in the U.S. This study explored the disparity in interest among underrepresented minority youth, an issue contributing to the national shortage of skilled computer science professionals. Guided by the expectancy-value theoretical framework, this quantitative, quasi-experimental study assessed the impact of a computer science learning intervention on attitudes toward the discipline among these youth. Approximately 200 underrepresented minority youth from the United States, aged between 11 and 15 were invited to participate in the computer science learning intervention. Of this, there were 57 pre-test responses, and 46 post-test responses. Of those submitted, the pre/post-test data could be matched for 36 participants. After removing participants with missing data, the final sample included 33 participants. The research questions focused on the extent to which the intervention affected two dimensions of computer science attitudes: self-efficacy and outcome expectancy. Repeated measures MANOVA and ANOVA were employed to analyze the data. Significant elevations in self-efficacy and outcome expectancy post-intervention were observed (p < 0.001). Moreover, the enhancement in self-efficacy was found to be consistent with the growth in outcome expectancy over time (p = 0.648), suggesting the intervention had a comparable effect on both dimensions. These findings underscore the potential of hands-on computer science activities in positively influencing attitudes of underrepresented minority youth toward computer science. In light of these results, it is recommended that stakeholders prioritize such targeted interventions, especially those infused with cultural relevancy and imposter syndrome mitigation strategies, critical for increasing underrepresented minorities' interest in computer science. They help to instill a sense of confidence and belongingness in computer science among underrepresented minority groups. Collaborations between government agencies, educational institutions, industries, and community entities are encouraged to create a supportive ecosystem fostering sustained computer science interest among underrepresented minorities Future research directions include probing the lasting effects of these interventions and examining their applicability across diverse age brackets and educational backdrops. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]