Intersecting Identities and Career-Related Factors Among College Students with Disabilities Across Ethnic Groups.

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. 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. 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. 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. 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.