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This full research paper explores how novice computer science and information technology students at two Swedish universities describe the subjects of computer science and programming. Computer science is a young, dynamic and multifaceted discipline and is currently undergoing a paradigm shift, mainly due to the rapid development of Artificial Intelligence and its connection to society and individuals. Computer science is becoming integrated into elementary school curricula and these aspects combined make it important to investigate how students perceive the subject. Reflective texts from 133 computer science and information technology students have been analysed using inductive content analysis and statistically significant differences among students have been investigated using Chi-Square analysis. The results show varying perceptions of the field, from quite basic and narrow views to more nuanced understandings that encompass its multidisciplinary nature and societal implications. Interestingly, female students were more inclined to consider the societal implications of computer science, suggesting potential avenues for enhancing educational strategies and fostering gender diversity within the field. The results in this study highlight the importance of continuous investigation into students' perceptions to guide educational approaches, promote inclusivity, and cultivate diverse perspectives within the ever-evolving discipline of computer science.