Methods:  An explanatory cross sectional survey was conducted in a large graduate social work school.  A questionnaire was mailed to 400 randomly selected female MSW students, eliminating newly admitted students who would not have yet used university supports and students whose race was Asian or unknown due to the small population of these groups at this school.  A 65% response rate was achieved and respondents with only the role of student were eliminated. This resulted in a sample of 228 multiple role students, 49.6% white, 30.7% African American, and 19.7% Latina.  Scales measured perception of role demands and perception and use of support.  Role strain was measured by using role conflict, role overload, and role contagion scales.

Results:  Results indicate that while all students experience a high degree of role strain, Latina students experience a significantly higher amount than do African American and white students.  Ethnic differences are also seen in the use of university supports.

Implications for Practice:  If social work students are expected to practice with cultural competence, schools must respond to the needs of their students in a similar manner.  A variety of supports and resources must be made available to students.  This study lends insight to how social work administrators and faculty can facilitate success for students who are challenged with role strain.