This paper addresses critical issues related to student support and how different departments define inclusivity for graduate students in the context of American higher education. A four-framed, comprehensive, tripartite model is provided to guide institutions by assisting graduate school administrators, who are charged with improving inclusiveness regarding academic programs and departments. This model suggests services and support in precise ways by delineating the different needs that programs have. Finally, this manuscript concludes with a discussion on encouraging programs and departments to deliberate on why they value diversity.