Abstract: Many studies have shown that congruence of student and professor identities impact student outcomes. We confirm that sharing a racial, ethnic, or gender identity has a positive effect on student grades. We then examine whether this impact remains in online courses where the student's identity is less apparent to the professor. We find that sharing an identity matters as much online as in person for all groups except Black students with a Black professor. The benefits of mentoring, and the better educational outcomes of students of color with congruent professors, persist even in environments where identity is less visible. Keywords:Congruence, Grades, Race, Ethnicity, Online JEL Classification Number: I21, J15