We designed, developed, and researched a virtual and in-person curriculum for how to explore computational thinking using dance choreography, focused on engaging upper elementary and middle school girls. However, this paper explores our observations and interactions with our young participants who identified as boys through a series of vignettes. Here, we explore how the possibilities of how the intersectionality of gender and race, ethnicity, and sexuality converged, influencing the boys' embodied and narrated identities. By employing a design-based research approach and drawing upon a theoretical framework that integrates concepts from computational thinking, embodied cognition, and gender theory, the paper aims to question and challenge gendered assumptions and broaden participation in dance and computing. Our findings suggest that expanding definitions of dance and normalizing dance participation can be crucial in dismantling stereotypes and providing inclusive educational opportunities for all children.