Minority and white students at an urban university were compared on roles and on the correlates of overall satisfaction with the university and retention. The sample consisted of 1,497 undergraduates: 1,370 white students, 148 black students, 20 Native Americans, and 14 Hispanics. The black, Hispanic, and Native American students were combined to form a minority category. For the 520 freshmen and sophomores, data were obtained on retention for the fall 1985 semester. Minority women had relatively high role demands; a higher percentage had children than did white women. Minority men's role demands were less since a higher percentage were part-time students than were white men. For minority women, the helpfulness of university staff (advisers/secretaries and bookstore/parking/cashier staff) was correlated with overall satisfaction with the university. Retention was related to grades and to financial factors. For white men, these factors were full-time student status, few or no children, short or no working hours, and use of financial aid, while for women, living with parents was a factor. For women, parenthood was not related to dropping out of the university. (SW)