This study applies an adapted Tripartite Integration Model of Social Influences (TIMSI) framework to investigate the socialization experiences of undergraduate students participating in the STEM Scholars Program (SSP), with a particular focus on the relationship between first-generation status and STEM socialization. A sample of N = 193 students was longitudinally tracked and surveyed on five occasions throughout their four-year college journey, ranging from the summer bridge to the end of their four academic college years. Through the application of latent growth curve modeling, we identified quadratic growth trajectories in three indicators of social influence/socialization processes (i.e., scientific self-efficacy, scientific identity, and SSP program values), as well as a co-development between social influence processes and scientific integration. Notably, the study finds that first-generation students report comparable growth rates of socialization experiences to their continuing-generation peers. These results suggest that the SSP may help bridge the gap for first-generation students as they embark on their journey into STEM fields. The implications of this study highlight the importance of socialization in STEM education, as well as the recruitment of first-generation students in STEM intervention programs.

本研究应用改编后的社会影响三方整合模型（TIMSI）框架来调查参与 STEM 学者计划（SSP）的本科生的社会化经历，特别关注第一代地位与 STEM 社会化之间的关系。对 N = 193 名学生的样本进行了五次纵向跟踪和调查，贯穿他们四年的大学旅程，从暑期过渡期到大学四年结束。通过潜在增长曲线模型的应用，我们确定了社会影响力/社会化过程的三个指标（即科​​学自我效能、科学认同和SSP项目价值观）的二次增长轨迹，以及社会影响力之间的共同发展流程和科学整合。值得注意的是，研究发现，第一代学生的社交体验增长率与下一代学生相当。这些结果表明，SSP 可能有助于弥合第一代学生在踏上 STEM 领域之旅时的差距。这项研究的意义强调了社会化在 STEM 教育中的重要性，以及在 STEM 干预项目中招募第一代学生的重要性。