This article explores and wrestles with the various discourses that arise when considering why it is important to advise students from an assets-based and holistic approach into science-related majors and careers. Our hope is to inform how and why it is important to advise students into science-related careers, specifically, and Science, Technology, Engineering, and Mathematics (STEM) fields, more generally, from an ethical and justice-oriented approach. We begin with a review of empirical literature that highlights the different approaches to advising and the challenges racially and gender-minoritized students often face in STEM fields. We then review contemporary research from science education that document the hostilities that racially and gender-minoritized students experience in undergraduate and graduate science programs. We find the intersection of these two subfields to be productive for elucidating multilevel, context-dependent strategies, which can redress the inexcusable and alarming underrepresentation and exclusion of racially minoritized peoples in science programs and careers in the United States. We end by contemplating the ethical question of how science programs, careers, and the broader field would need to change, to keep historically minoritized students from experiencing further material and epistemological violence. We argue that, without this reimagination, even the most effective advising models will only ensure that more racially and gender-minoritized students are sacrificed on the altar of "equality" for the sake of the economic and geopolitical needs of the state.