Background and Context: Despite the growing initiatives in K-12 computer science (CS), there is a continued disparity in the participation of Latinx and multilingual students, a historically underrepresented group in computing. The inequitable participation may be understood by examining students' early development of CS attitudes. Objective: This study aims to explore shifts and elicitation in coding attitudes of fourth-grade, Latinx students (ages 9-10) who underwent a year-long remote coding curriculum, with consideration of gender and language designation. Method: Using a mixed method approach, pre-post survey responses on coding attitudes were analyzed to understand shifts and portrayal of Interest, Confidence, Utility, Social Values, and Perception of Coders, with consideration of gender or designation as an English Language Learner. Findings: Gender and language designation did not interact with overall attitude shifts. However, there is a significant difference in Social Values and Confidence over time. Student interviews revealed more nuance in social influences with siblings and cousins as key motivators for extended learning, underlying values of perseverance in confidence, mixed perception of what coders do, and the importance of creativity to develop interest. Implications: The key role of social influence in driving higher identity among Latinx students points to the important role of extended family. Moreso, developing students' confidence in domain-specific tasks should be a focus in curricula in order to have a longer-term impact on motivation. Finally, more research on the role that subjective task values pertaining to cultural values should be explored in early coding motivation in order to broaden participation.