John C. Weidman (1989) was one of the first to argue that a socialization model is necessary to fully understand college impact. Weidman also contends that socioeconomic status (SES) is an important part of the socialization process for students. In fact, he placed such emphasis on SES that he included it in two locations within his model: (1) among the precollege background characteristics; and (2) as part of the ongoing socialization that affects how students experience college. Unfortunately, when SES is included in research models, it has been a control as opposed to being "investigated as a variable whose effects are important to understand." Weidman (1989) stresses the importance of understanding both the individual and the groups or memberships that influence the individual. From the individual's point of view, socialization entails learning the appropriate behaviors and attitudes of the group, facilitated by interactions with others who exemplify the norms of the particular group. An individual learns appropriate social norms according to how group members react. For students, this entails norms regarding primary socialization with faculty and peers, with additional influences from family members and employers. Therefore Weidman's model, built on previous research, emphasizes inclusion of student background characteristics that represent their abilities, goals, values, and SES. Students may adopt the norms of the college groups that affect their values and attitudes, or they may hold firm to old beliefs, rejecting the norms of the socializing groups and remaining unchanged in their beliefs and values. Using longitudinal data, this article expands the use of Weidman's Model of Undergraduate Socialization by applying it to components of college student socialization, social class, and race and how these elements work together to influence need for cognition. (Contains 3 tables and 1 note.)