This study examined the professional role interests and satisfactions of tenure track women and minority faculty (N=146) at a Research I university from three schools on campus: Arts and Sciences, Business, and Education. The sample was comprised of 42 white male faculty, 47 minority faculty, and 57 white female faculty. Subjects were interviewed and administered a career development questionnaire to determine how well their interests and satisfactions "fit" institutional values and expectations. Among the findings were the following: (1) no evidence could be found of a professional bias towards service activities or of less personal commitment to research by female and minority academics; (2) minorities tended to demonstrate a greater identification with and satisfaction from teaching than other groups of faculty, but did not spend more time on teaching or in service activities; and (3) minorities perceived a burdensome service load compared with other groups. Satisfaction with teaching and research proved most predictive of important aspects of institutional fit. Also, data revealed that race and gender affect the amount of faculty support received, independent of whether personal and professional goals fit within the institutional values and norms. Control over one's career and the intrinsic satisfactions of academic work directly influenced perceived job satisfaction. Contains 46 references. (GLR)