This article describes and assesses two learning modules designed to make students aware of gender and racial inequalities present in their own intended careers. Students identify their intended occupation in respect to the Standard Occupational Classification system and then use that code to determine the composition and earnings in that occupation with data provided. Analysis of student papers shows that this assignment contributes not only to the awareness of inequalities, but also to the development of quantitative literacy skills. Panel survey methods reveal substantial changes in students' beliefs about the extent of gender and racial inequality. Conclusions consider directions for the development of additional strategies to advance students' understandings of inequalities in adulthood and later life. (Contains 4 tables and 2 figures.)