The purpose of this article is to introduce gender into models of doctoral student socialization. Although stage models of socialization explain how students acquire the skills to succeed in a discipline, they are content- and identity-neutral. Since stage models address how socialization occurs for all students, they cannot account for the idiosyncrasies of disciplines or how social identity influences an individual's integration to a new department. Using theories of gender performance as a theoretical lens, my purpose is to extend models of doctoral student socialization to consider how gender both influences and is produced as students progress through their programs. (Contains 1 table.)