The study examined the associations between individual and social contextual factors and academic performance among Multiracial and White college students. Individual factors included depression, anxiety, psychosocial stress, and access/interaction with supports and social contextual factors included sense of belonging and perceived discrimination as independent variables. Hierarchal linear regression was used to test the associations of the individual and social-contextual factors and academic performance. Data were collected using standardized measures administered online. Quota and purposive sampling were used to recruit students from four public universities in one midwestern state. The sample consisted of Multiracial students N = 129) and White students (N = 181). The findings of the bivariate analysis showed there were statistically significant differences between the Multiracial and White groups regarding depression severity, access/interaction with support, perceived discrimination, and sense of belonging. The hierarchal linear regression analysis showed perceived discrimination was negatively associated with academic performance and access/interaction with supports was positively associated with academic performance and perceived stress and sense of belonging were positively associated with student motivation. The findings suggest that Multiracial students do not experience disparities in academic performance similar to the academic performance disparities experienced by other racial/ethnic minority groups. Social work practice implications of these findings include the importance of social workers involvement on campuses to promote DEI Trainings and programs to increasing access to supports for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]