Mentoring has long been the primary way that doctoral socialization occurs. Socialization is defined as learning the customs, traditions, and values of a given discipline through mentoring and advising relationships. The irony is that few, if any, doctoral programs provide adequate training to their professors in how to mentor. As a result, professors typically either mentor as they were mentored or try as best they can to not repeat the mistakes of their mentors. In this chapter, the author, a Black woman and a first-generation college student, argues for the need for professional mentoring in higher education, and specifically the need for mentors who can provide equitable access to the developmental socialization needs of diverse doctoral students to ensure that academic discourse continues to be enriched with differing perspectives that enable research-backed solutions that address multiple ways of knowing. Such mentors need to be carefully selected, trained, and supported, and then rewarded in tangible ways, including promotion and tenure, but also financial compensation. True professional mentoring is vital to continued development and progress within academia.