This dissertation explores the dynamics of undergraduate socialization within a STEM Intervention Program (SIP), specifically the STEM Scholars Program (SSP), with a particular emphasis on comparing the experiences of first-generation and continuing-generation college students. The study employs a longitudinal design and uses random intercept cross-lagged panel models (RI-CLPMs) to examine the influence of socializing agents such as faculty and academic advisors on SSP participants' socialization and integration into STEM fields over four college years. The research aims to uncover the varying experiences of first-generation versus continuing-generation students within SIPs and to evaluate the program's effectiveness in fostering equitable STEM educational journey. Key findings from this study highlight the carry-over stability of academic advising and STEM integration across students' collegiate journey. Notably, the directional influence of STEM integration on the development of scientific self-efficacy, identity and commitment to SSP values stands out, underscoring its significance throughout the whole academic journey. A major outcome is the comparable dynamics of socialization among first-generation and continuing-generation students within SSP, indicating the programs' success in bridging the educational gap for diverse student populations. Moreover, a bi-directional relationship between faculty involvement and students' commitment to SSP values is discovered, emphasizing the importance of reciprocal engagement in the socialization process. This research contributes significantly to the literature on STEM education, particularly in understanding and enhancing the experiences and success of underrepresented groups. The findings provide practical insights for educators and policymakers to improve the design and implementation of SIPs, highlighting the need for holistic approaches that support all students, especially first-generation students, in their STEM education journey. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]