Science, technology, engineering, and mathematics (STEM) fields face persistent disparities in racial, ethnic and gender representation; these disparities are even more pronounced in computer science (CS) fields where women of color comprise 1 percent or less of all employees. These inequalities, and their causes, are complex, systemic, and result in substantial negative consequences for individuals, organizations, and society. Out-of-school time youth development programs may offer ideal spaces for supporting youth of color in developing computational identities, and thus, improved motivation and aspirations to pursue computer science. We present a theoretical integration of ethnic-racial and computational identity, social justice youth development, culturally relevant pedagogy, and computer science education to advance pedagogical practices to strengthen adolescents computational thinking, ethnic-racial identity, and motivation for continued computer science learning. We hope this approach will help young people build resilience and promote a culture of social justice, to prepare them to navigate the CS industry's predominately White and Asian male culture.