The data on race and representation in post baccalaureate education reveal two dominant trends: (1) higher education remains a predominantly white institution within society, and (2) there are not enough faculty of color (FOC) in academia to serve as role models, mentors, and advocates for graduate students of color (SOC); therefore, it is imperative that efforts are made to create a new mentoring model that addresses these barriers to academic and professional success for this very important population. Having effective role models and mentors is of particular importance for graduate SOC because they report qualitatively different experiences within academia compared with their White counterparts. White student networks, and lack of institutional support for groups of color are all factors that serve as barriers to the academic and psychosocial success of graduate SOC. Specifically, SOC express feeling disconnected from White faculty members. They describe their interactions with White faculty in terms of having to continuously prove themselves, defend their intellectual interests, and vie for opportunities to serve as graduate assistants or publish with advisors. These are but a few of the myriad of racialized structural and personal challenges graduate SOC face throughout their education careers. Since students experience graduate school differently based on their race, it is not surprising that racism has been viewed as a defining feature of educational institutions, oftentimes resulting in marginalization and negative educational experiences for SOC. Racial inequality in academia is perpetuated by the gross underrepresentation of FOC among the ranks of full-time professors and the racialized experiences of graduate SOC. The authors contend that by formulating ways to combat racism in higher education, graduate programs and institutions of higher learning must seriously consider the importance of faculty-student mentoring. The article draws special attention to the ways in which communication and instruction scholarship, as well as sociological frameworks, can help administrators, faculty, and students reimagine the faculty-student mentoring relationship in a way that positions faculty as more than just mentors. The authors write that this article is a call to White colleagues to take a more active role in mentoring and being assertive advocates for SOC at predominately white institutions (PWIs). Advocate-mentoring is proposed as a way to support professional success for SOC, and other marginalized people, in academia and beyond.