The preparation of students to take part in social justice advocacy has been increasingly embraced within higher education in the USA; nevertheless, the corollaries of social justice intentionality and commitment among students have yet to be investigated thoroughly. To contribute to the study of this question, data from 217 American psychology students were analyzed via a hierarchical multiple regression model that examined the ability of demographic variables, program enrollment and endorsement of structural explanations of racism and poverty to account for variability in social justice intentionality. Results indicated that awareness of structural aspects of oppression was more important than program enrollment or demographic variables in explaining social justice intentionality. (Contains 2 tables.)