Abstract
In pursuit of the full inclusion of individuals with disabilities in science, technology, engineering, and mathematics (STEM) education and careers, it is essential to facilitate their successful academic and career development, while simultaneously implementing STEM pathways that mitigate barriers and improve retention. This study endeavors to explore the impact of career development activities, self-efficacy, outcome expectations, and goals on the quality of life (QoL) of college students with disabilities in STEM. Participants were 182 college students with disabilities attending 2-year and 4-year private/public universities in a Midwestern state. The findings of this research offer empirical evidence for a structural model that predicts the QoL of college students with disabilities in STEM. These results underscore the importance of strengthening support systems, nurturing partnerships, and enhancing access for students with disabilities engaged in STEM learning and career exploration. By shedding light on these dynamics, this research contributes to the creation of a more inclusive and supportive environment for individuals with disabilities who aspire to excel in STEM fields.
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