Positive mentorship perceptions relate to higher intent to persist (Baier et al., 2016) and sense of belonging (e.g., Apriceno et al., 2020). Apriceno and colleagues (2020) used multiple survey items to examine student engagement with mentors, but they were unable to consider how mentors incorporate Black, Indigenous and People of Color (BIPOC) students' minoritized statuses as part of the mentoring relationship. Other scholars have captured multiple factors in mentoring relationships but overlooked the importance of race in those relationships (Docherty et al., 2018). Student affairs professionals are increasingly expected to assess and evaluate programs that support student success (Fallucca, 2018). Beyond satisfying accountability pressures, assessment and evaluation work is important for gathering data to improve practice and support students. In this article, the authors draw on their experiences evaluating a program that uses critical race theory to improve faculty-student mentoring. They share survey items from the quantitative portion of the evaluation, which examines the extent to which race is part of mentoring relationships. Then they provide preliminary findings to show that the survey items predict sense of belonging when they are used as a summative scale. They conclude by discussing the implications for professionals who work with student affairs-based mentoring programs, who use assessment and evaluation in their work, and for undergraduate research mentors.