Intersecting Identities and Career-Related Factors Among College Students with Disabilities Across Ethnic Groups
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".