Undergraduate research methods courses help shape students' perceptions about research. Given the lack of diverse researchers in STEM fields, these perceptions are particularly important for underrepresented minorities. This study tested a social justice pedagogy intervention to determine the effects on various psychosocial constructs. Three differences emerged: Students in intervention classrooms (n = 81) had a stronger desire to give back to their community and greater intentions to become involved in research as an undergraduate, while students in comparison classes (n = 54) had greater increases in researcher self-efficacy.