In recent years, a shift toward the commercialization of higher education and economic market-oriented priorities have pushed academic departments to reflect on their identities as disciplines and consider innovative recruitment and retention methods. The name of a program has broad implications for how students perceive an academic unit within an institution. The question of what to call a program is contentious, particularly for academic departments whose disciplines are diverse and dynamic over time. Women's and Gender Studies (WGST) programs face additional challenges in an increasingly polarized political landscape. This tension has prompted some programs to consider changing their names to titles they believe may be more marketable to potential students. However, the extent to which alternative names are perceived as more engaging remains unclear. This exploratory study of students at a university in southeastern Ontario, Canada, assessed perceptions of different WGST program names depending on previous experience in WGST. Students who had previously taken a WGST course generally supported traditional names such as "Women's Studies." However, students who had never taken a WGST course responded more positively to "neutral" names (e.g. "Equity, Diversity, and Inclusion Studies"). Thus, adopting broader program names may appeal to new students while maintaining the commitment to feminist scholarship, thereby improving recruitment and retention. We present considerations for university administrators, including emphasizing recruitment efforts toward students who may not traditionally gravitate toward WGST courses. Diversity in enrollment in WGST courses encourages rich discussion of social justice issues that may not be apparent under the narrow heading of "Women's Studies."