Learning to code and to develop a range of digital skills has been purported to help nations remain economically competitive. Development of these skills has been touted as a way to prepare workers for tech jobs and increase their social mobility. However, this focus is quite narrow and does not recognize the benefits of learning to code beyond the economic benefits. In this paper, we present results from a qualitative study of ‘go_girl: code + create’, a multidisciplinary computing program that places the needs of marginalized young women, aged 16–21, who are not in education, employment or training (NEET) at its centre. This study, based on in-depth, semi-structured open-ended interviews of nine participants at the beginning, mid-point and end of the program, examines changes in the self-concepts of these participants. This study demonstrates the role technology can play in facilitating changes in self-concepts and contributes to studies that examine the identity/self-concept of young underrepresented women participating in computing initiatives. Qualitative content analysis was applied to the interview data which revealed enhanced self-concepts in relation to education, career aspirations and technology use over the duration of the program. Participants' aspirations were either broadened or clarified and they began to view themselves as makers and not merely consumers of technology. •Coding and creating served as a conduit for strengthening academic self-concept•Technological, social and psychological empowerment facilitated social inclusion•Learning to code and create increased confidence and the capacity to aspire•Seeing the self as a creator (and not just a consumer) of tech was a salient outcome