their work. Differing perceptions by student affairs and services staff towards their institution's approach of supporting student success reflects structures whose cultures are either connected or siloed. The field of student affairs has been criticized for its emphasis on formal, professional training, calling into question whether the field is theoretical or practical. Complicating this criticism is the question of the role of student development theories in student affairs practice. It is claimed that student development theories are used to “proactively identify and address student needs, design programs, develop policies, and create healthy...environments that encourage positive growth in students.” Yet, student affairs practices often bear little resemblance or connection to student development theories. As Paul Bloland (1979) wrote in an article in the NASPA Journal, “We have cultivated an expertise that was not requested, is not sought out, and for which there is little recognition or demand. Many entry-level and (many) seasoned professionals know little of student development theory and practice and, in fact, do not really need such expertise to meet the role expectations of their supervisors or, in too many instances, their institutions.” Today, theory-to-practice models reflect the necessity to combine foundational theoretical knowledge of student development theories with the functional knowledge gained through professional practice and ongoing reflection. Unfortunately, there has been relatively little research on the relationship between student affairs professionals (also referred to as staff) and students as compared to that between faculty and students. While early research confirms that staff-student relationships are beneficial to the latter, the insufficient empirical examination of all that this topic encompasses also specifically implies a lack of knowledge on the importance of staff of colour to enhancing the experiences of students of colour, particularly at Predominantly White Institutions (PWIs). Mentors can help students achieve success, and while some research suggests that the racial matching of mentors and mentees is beneficial, this element of the staff-student relationship is often ignored or forgotten. Despite the emphasis student development theories place on the use of holistic approaches, research has shown that White staff may not take such an approach to mentoring students of colour, instead focusing on academics and taking the controversial “colourblind approach.” This can lead to less meaningful staff-student relationships. Greater conversation and action is required with regard to hiring more staff of colour, why students of colour may not be fully comfortable in all student affairs spaces, and preparing White