It was a short message - perhaps one posted to the “Academic Mamas” Facebook group one of the authors is a member of - amidst BLM protests and Trump’s campaign, a young faculty of color asked (loose paraphrase), “How do I go to work with all this pain? I am the only POC in my Mathematics Department and I can’t focus on my work because I pain for my community and not one of my colleagues seems to care or be open to talk about it. Focus on my scholarship, I’m told.” How do millennial academics work with our pain, not through it? How do we mentor each other toward scholarship and teaching that centers identity and activism across the disciplines without juxtaposing them to science? Such questions - of identity and identity politics, of scientific objectivity as opposed to subjective activism, of science as social change - define the cultural context of the Millennial generation (e.g., World Economic Forum, 2016). At the same time, the entry of such questions into U.S. Higher Education context is contested, particularly in a post-truth era when (re)claiming scientific objectivity performs activism. In this piece, we draw on dialogic methods and on our experiences as Millennial graduate students and junior faculty to theorize and articulate an intergenerational mentoring model that treats diversity as a communication process and not as checkbox categories. Though both of the authors are “Millenials” (born between 1980 and 2000), one of us grew up in the Soviet block in the 1980s when the other was not yet born; one of us came out amidst a working class community when the other didn’t know the term “coming out” even existed. Are our Millennial experiences the same? And how do we move toward mentoring each other for both professional success and personal belonging? Bringing together Critical Communication Pedagogy (Fassett & Warren, 2007) and mutual mentoring practices (Yun & Sorcinelli, 2009), we propose a model of advising and socializing millennial faculty and graduate students towards the continuous creation of an academy where civic engagement does not contradict high scholarly standards