LGBTQ+ inclusion and gender equity through a beginner programming event

Persistent gender imbalances in computing and engineering education continue to challenge equity initiatives, despite decades of interventions aimed at recruiting and retaining women. Simultaneously, LGBTQ+ individuals in technical disciplines often face invisibility, exclusion, and a lack of culturally affirming educational experiences. This paper presents a case study of Code with Pride, an LGBTQ+-focused introductory programming event held at a UK university, which despite having no explicit gender equity objectives, resulted in an evenly balanced group of female and male participants. The event was designed to foster an inclusive, welcoming environment for queer individuals learning Python for the first time. Through mixed-methods analysis of participant registration data (n = 46) and post-event survey responses (n = 15), this study explores how intersectionally inclusive design may lead to broader gender equity outcomes. Findings show that 52\% of attendees identified as women, which is am uncommon demographic profile for software engineering education. Survey results indicated high levels of participant satisfaction, confidence gains, and strong intentions to recommend or re-engage with similar events. Correlation analysis further revealed a strong link between satisfaction and advocacy. These outcomes suggest that environments designed to affirm LGBTQ+ identities may also attract broader gender diversity by fostering belonging and psychological safety. This case study demonstrates evidence to include inclusive climate design in computing education, which would compliment representation based interventions. Findings provide new insight for women in engineering and other diversity initiatives, highlighting the effectiveness of intersectional, identity-affirming approaches for increasing participation and satisfaction among marginalized learners.