Purpose <p>It is a common conception that students who are culturally underrepresented in medicine (URiM) do not have enough representative role models. This study explores the role of ethnicity in medical students’ clinical role model definitions. The authors introduce a conceptual framework that outlines a four-stage process of role modeling: idealization, social comparison, composition, and (behavioral and symbolic) outcomes.</p> Method <p>In total, 363 Dutch medical students completed the statement “A role model is someone who…” Answers were coded based on the conceptual framework. Students also indicated if and how many role models they have (composition) and rated the ethnic similarity to their role model. URiM (<i>N</i> = 62) and non-URiM students (<i>N</i> = 301) were compared using <i>χ</i>²- and <i>t</i>-tests.</p> Results <p>URiM and non-URiM students reported a similar number of role models and described the same stages of role modeling. However, URiM students rated the ethnic similarity to their role models lower than non-URiM peers. Additionally. students with less ethnically similar role models reported symbolic role model outcomes less frequently.</p> Conclusions <p>URiM and non-URiM students generally presented a very similar perception of clinical role models. However, URiM students identified less ethnically representative role models compared to non-URiM students, and the symbolic outcomes of role modeling appeared to be sensitive to this ethnic similarity. This discrepancy may limit the full benefits of role modeling for all students who do not have representative role models. To promote equitable learning experiences in medical education, it is recommended that future research on clinical role models continues to address the social context.</p>