From microaggressions and exclusionary practices to epistemic violence and racial battle fatigue (Clark et al., 2012; Levin et al., 2013), the social sciences literature has highlighted the multitude of ways graduate Students of Color (GSOC) experience racism. Further, scholars have continued to underscore the prevailing influence of campus racial climate in relation to GSOC recruitment and retention, noting programs, policies, and practices that acknowledge, address, and disrupt inequities (Griffin et al., 2012). However, the literature dedicated to researching specific diversity, inclusion, equity, and justice (DIEJ) initiatives and their associated effectiveness remains scant (Patton et al., 2010). The purpose of this paper is to provide those who support graduate students (i.e., student affairs professionals, faculty) with a participatory action research team model to support graduate students' development and belonging, as well as their skills as emerging scholars. It focuses on a particular student-led organization designed to support GSOC development--the Action Research Collective (ARC)--and briefly discusses the team's history, its research project, and outcomes for its graduate student members determined through an evaluation study.