There is growing recognition in the computer science education research community that supporting students in identity formation for computer science is an essential step toward broadening participation in computing. Because students begin establishing their career aspiration identity at an early age, research into computing identity formation in K-8 education is particularly important. Research suggests that narrative-centered learning environments hold great promise for fostering identity formation. My proposed dissertation research focuses on bringing narrative-centered learning environment technology to bear on supporting computer science learners in middle school. I am particularly interested in how we can make these learning environments more equitable for all learners, especially for underrepresented students.