Employing critical race theory, this study explored Asian and Asian American mentorship pedagogy in minority serving settings. Despite growing recognition of the role Faculty of Color play in mentoring college students, especially in minority-serving institutions, few studies have explored the way Asian and Asian American faculty mentor Students of Color. This study included nine participants from a large four-year public university in Southern California and three faculty members who served as mentors in a doctoral preparation program. All faculty worked in minority-serving institutional settings at large public-four-year institutions in California. Findings indicate that, like other Faculty of Color, Asian and Asian Americans faculty who mentor are informed by their lived experiences and community cultural wealth, particularly, navigational, social, and resistant capital. Despite differences attributable to their diverse backgrounds, the vast majority of mentors linked their experiences with marginalization, institutional challenges, identity negotiation, and mentorship as hidden curriculum to their mentorship practices and pedagogy, collectively referred to as patchwork mentorship. Based on these findings, Asian and Asian American mentorship can be described as emergent and reflect a kind of "patchwork" (Kolluri, 2020) cobbled together in service of students. On the whole, this study suggests that higher education institutions should recognize and leverage Asian and Asian American faculty mentors in pursuit of educational equity and justice. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]