Members of the computing discipline have a significant impact on society. As a result, computer science education (CSE) has a significant influence in shaping the influencers and contributors to technological advancements and in turn the future of society. The lack of diversity in computing continues to perpetuate existing systemic inequities into future technologies. The theory of intersectionality has been adopted by STEM education researchers recently to understand better how systemic issues impact student classroom experiences. Intersectionality recognizes that race, class, gender, sexuality, ethnicity, nation, ability, and age are not separate, mutually exclusive entities but rather interrelated phenomena. Active learning pedagogies approach teaching and learning from the perspective of enabling students to engage with the learning content in the classroom. These pedagogies have been expanded to consider active engagement with other students in the classroom providing for the social construction of knowledge. Finally, classroom climate research considers the best practices for creating a sense of belonging and a student growth mindset to reduce the gap in performance for students from under-represented populations. This paper brings together the literature on these three topics from computer science education, sociology of education, and intersectional studies, to understand existing gaps in research about the student experience in introductory CS courses. The paper concludes with key takeaways on how these topics have been connected in CS Education literature and research opportunities that incorporate all three components to achieve a positive impact on a student’s ability to succeed in computer science that acknowledges their intersectional positionality.