This study explores how intersecting disabilities and ethnic identities influence key career-related factors, including career decision self-efficacy, career outcome expectations, perceived career barriers, and social support, among college students with disabilities from diverse racial and ethnic backgrounds. Background/Objectives: Applying social cognitive career theory (SCCT) and intersectionality frameworks, this research addresses a critical gap in understanding the unique challenges and strengths experienced by underrepresented students with disabilities in postsecondary education. Method: Quantitative data were collected from approximately 306 participants representing various ethnic groups, including African American, Asian American, Hispanic, and other ethnic backgrounds, alongside European American peers. Results: Findings revealed that underrepresented students with disabilities reported significantly stronger ethnic identity affirmation but also perceived greater career-related barriers compared to their European American counterparts. These results demonstrate the need for culturally responsive career development practices and inclusive campus environments that affirm students’ multiple identities. Conclusions: Implications are discussed for higher education professionals, rehabilitation counselors, disability service providers, and career counselors seeking to promote equitable career outcomes and identity-conscious support systems.
Chao et al. (Tue,) studied this question.
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