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Prior work has argued for a more justice-centered approach to postsecondarycomputing education by emphasizing ethics, identity, and political vision. Inthis experience report, we examine how postsecondary students of diverse genderand racial identities experience a justice-centered Data Structures andAlgorithms designed for undergraduate non-computer science majors. Through aquantitative and qualitative analysis of two quarters of student survey datacollected at the start and end of each quarter, we report on student attitudesand expectations.  Across the class, we found a significant increase in the following attitudes:computing confidence and sense of belonging. While women, non-binary, and otherstudents not identifying as men (WNB+) also increased in these areas, theystill reported significantly lower confidence and sense of belonging than menat the end of the quarter. Black, Latinx, Middle Eastern and North African,Native American, and Pacific Islander (BLMNPI) students had no significantdifferences compared to white and Asian students.  We also analyzed end-of-quarter student self-reflections on their fulfillmentof expectations prior to taking the course. While the majority of studentsreported a positive overall sentiment about the course and many studentsspecifically appreciated the justice-centered approach, some desired morepractice with program implementation and interview preparation. We discussimplications for practice and articulate a political vision for holding bothappreciation for computing ethics and a desire for professional preparationtogether through iterative design.

"It Can Relate to Real Lives": Attitudes and Expectations in Justice-Centered Data Structures & Algorithms for Non-Majors