For over a quarter century there has been significant concern about the small number of under-represented minorities in the science pipeline. One oft-proposed solution is to improve mentoring activities since mentoring is considered to be integral to increasing representation. Mentoring in this sense is usually thought of as a dyadic relationship. The purpose of this evaluation is to compare PhD alumni from two nationally-recognized funding programs, one for under-represented minorities and the other largely white, along with a randomly-selected control group. In the largely-white program, dyadic mentoring is the norm. In the under-represented minority program, mentoring through networks of scholars, teachers, and peers is the norm. The evaluation disentangles the effects of minority status and mentoring for the career trajectories, scientific productivity, and professional service for these groups. The evaluation's measures of effects include unobtrusive measures of academic employment, years to tenure, network analyses of co-authorship patterns, and service activities. #DiversityandInclusion #AssessmentinHigherEducation #2011Conference #MultiethnicIssuesinEvaluation