This dissertation examines socialization practices in the academy in three separate studies. The first study considers the general absence of women in mainstream undergraduate curriculum and examines the influence of introducing women exemplars into an undergraduate political psychology course that is not identified as "Women's Studies." The findings of this study have broader implications for curriculum development because of its potential to encourage people to pursue careers where they have been historically underrepresented, including positions in the academy as professors or scientists. The second study examines doctoral students' motives for going to graduate school and how these motives are related to completing their program of study. Considering how different types of motives for pursuing a PhD contribute to students' identity development as emerging experts in their fields as well as their perception of fit within the academy sheds light on the issue of majority/minority status and role models. The third study examines the experiences of different groups of faculty in STEM fields. Faculty members represent those most invested in the future of the institution, and those who will socialize subsequent generations of students and faculty members. This study includes both white faculty and faculty of color who are all recognized as having outstanding research records. However, even holding credentials that characterize them as legitimate members of the science community, content analysis of interviews revealed differences in the standpoints held by different groups of scientists. The cumulative findings from these three studies suggest that diversity is indeed a work in progress. However, progress made across several decades is also evident in who is participating at the various levels in the academy, as well as the opportunities and spaces available to implement initiatives for creating more inclusive environments for undergraduates, graduate students and faculty.