Many college science courses do not engage with the interface of science and social justice. Common reasons include reluctance to reduce other course content, and discomfort with navigating conversations about bias and privilege in the classroom. We evaluated student perceptions of the benefit and consequences of explicitly incorporating social justice themes in an upper level endocrinology course. We implemented “Hormones & Society” modules in 2 such courses at liberal arts institutions. Topics were aligned with traditional endocrinology content and included: unequal access to diabetes treatment (pancreatic function), endocrine disruption and environmental racism (thyroid function), sterilization and birth control as eugenics tools (HPG axis and reproductive physiology), gender assignments for intersex newborns (sex differentiation), health impacts of shift work (biological rhythms), and early life stress and health disparities (HPA axis). We incorporated up to six 1-2 hour modules per semester. In our first session, students defined social justice, shared concerns, and laid ground rules for engaging in discussions. Homework included reading primary literature, reports, and opinion pieces, and answering reading questions. In class, groups of 3-4 students engaged with discussion prompts, followed by class-wide discussion. At the end of each semester, students were asked to complete an anonymous (IRB-approved) survey about the class. 89% of respondents felt that this approach was a valuable use of class time and 94% indicated that they would like to see more biology courses directly connect course content to social justice issues. We conclude that upper level endocrinology courses are amenable to the intentional inclusion of issues of social justice, and that many students are eager for this.