Collegians arrive to their campus' steeped in self-concept derived from their pre-campus contexts and experiences. Student experiences have ranges in their cultural distance or proximity to the values proclaimed by their institution. Ultimately, the degree of congruence with their campus' values influence ways students make meaning of their institutions' identity. Situated in social justice education research, this critical quantitative study investigated how new undergraduate students to their university responded to their institution's campus-wide new student onboarding program that called students to and set an expectation for social justice action. The site of the research was a public, predominantly White institution and the expectation for social justice action was framed in the onboarding program from an anti-racist epistemology. The central line of inquiry explored whether there were significant differences in students' social justice orientation after completing onboarding courses designed for further engagement with diversity, equity, and inclusion (DEI), social identity, and social justice constructs, accentuated in their institutionally mandated onboarding program. Parameters for investigating students' social justice orientation were established from Torres-Harding et al.'s (2012) Social Justice Scale (SJS) which assesses the degree four factors impact an orientation for social justice. The four factors of students' (1) social justice attitudes, (2) belief in their ability for social justice action, (3) normative beliefs surrounding social justice actions, and (4) intentions to act for social justice were assessed through a repeated measures, regression approach with mixed design analysis of variance (ANOVA). Findings from student survey data, after completing onboarding courses implementing the campus' onboarding program, revealed positive increases in students' social justice attitudes; outcomes indicated that student increases in their social justice attitudes and belief in their ability for social justice action were significant predictors of their intentions for social justice action. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]