Intervention studies suggest that providing appropriate role models produces positive differences in ethnic minority members' levels of career maturity. The availability of appropriate role models is particularly important for African American women because of their double minority status; neither career interventions developed just for women nor career interventions developed just for African Americans address the issues that these women face (S. L. Bowman, 1993). The availability of appropriate role models for African American women was studied on two university campuses, and the impact of this availability on the self-concept of African American women was studied. Participants were 159 African American women from the University of Kansas and Ball State University. They provided demographic information, completed a measure of their within- culture identity, and described their role models. Seventy-six percent indicated that they did have an achievement role model. The role model was a relative 56% of the time, a teacher or professor 18% of the time, and a person in the media 15% of the time. Data show that African American women prefer African American women role models, but that they are not finding them on college campuses. The identification with a relative or teacher from outside the college community may provide a buffer for the negative impact of being a token in the university environment. (Contains 2 tables and 12 references.) (SLD)