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Computing self-efficacy and sense of belonging are known predictors of motivation and persistence. As such, these psychological states are important to study in order to broaden participation in computing. This study examined the relationship between (a) introductory computing course experiences and (b) self-efficacy and sense of belonging in computing, focusing on differences by gender and college generation status. We found that the relationship between some introductory course experiences and self-efficacy and sense of belonging was strongest among first-generation college women, which reveals the importance of considering women's experiences in light of their additional intersectional identities. Recommendations for best practices in introductory computing courses are discussed.