In order to discover and describe the role perceptions, expectations, and conflicts specific to Chicano community college administrators, the following instrument scales were developed: (1) an individual-institutional conflict scale, (2) an ideographic-nomothetic scale, (3) a conflicting expectations scale, and (4) a role ambiguity scale. The survey instrument was sent to 257 Chicano community college administrators in the Southwest; 175 responded. The findings revealed that Chicano administrators placed the highest value on community and student expectations as determinants of their role. Being a catalyst for change was viewed as an important role by respondents and one that produced a high degree of role conflict. Role conflict was also found to increase as Chicano ethnicity was emphasized. Other findings of the study include the following: ethnic self-identification and institutional ethnic composition were found to be significantly related to role conflict, while level of and length of time in the position were not; greater role conflict was perceived by California administrators than Texas administrators; tokenism, assignment to policy-implementation rather than policy-making roles, excessive job demands, and the need to disguise institutional reform efforts were felt to be major contributors to role conflict. An analysis of the problem, review of the literature, and the questionnaire are included. (Author/AYC)