This paper examines how beliefs about the relative importance of factors beyond an individual’s control (“fixed” factors) affect support for policies or initiatives that reduce education-related inequalities. In an online survey on a demographically diverse US sample (N=2,000), we find that providing information about the extent and source of inequalities in 4-year college attendance: (1) strengthens participants’ beliefs in the role of fixed factors in educational inequalities, (2) positively affects real donation behavior, and (3) increases stated support for pre-college policies aimed at students from lowincome families but not post-college redistribution