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As formal graduate training continues to expand, so too does the number of students from ethnic minoritized populations (NCES, 2010). While students have many identities, ethnicity remains one of the most salient identity for students of color. Graduate students of color are in need of specialized mentoring and advising (Blake-Beard, 2001; Thomas, Willis, & Davis, 2007; Auguste, Packard, & Keep, 2018; Williams, Burnett, Carroll, & Harris, 2016) and additional insights are needed for historically and systematically marginalized students who are seeking graduate degrees. Drawing from previous research on evaluation, higher education literature, and personal reflections from the presenter, an Afro-Latina associate professor, this presentation outlines five strategies for mentoring and advising graduate students of color.