Navigating the Career Development of Students With Disabilities in Science, Technology, Engineering, and Mathematics (STEM).

This article examines the impact of career development activities, career decision self-efficacy, outcome expectations, and goal setting on the quality of life (QoL) of college students with disabilities pursuing science, technology, engineering, and mathematics (STEM) majors. Using Social Cognitive Career Theory (SCCT) as a framework, the study surveyed 182 students with disabilities from 2-year and 4-year institutions in a Midwestern U.S. state, finding that engagement in career development positively influences self-efficacy and goal setting, which in turn enhance both self-oriented and other-oriented QoL. Despite these positive relationships, some students had limited access to career services, and barriers such as stigma and inadequate accommodations negatively affected outcome expectations. The findings highlight the need for strengthened support systems, mentoring, and inclusive practices to improve retention, career development, and well-being among students with disabilities in STEM fields.