Abstract
College-educated African American women with physical disabilities can be a rich human resource for organizations and a population from which leaders can be shaped and promoted. This interpretative phenomenological approach study sought to examine the experiences of a set of African American college-educated women with physical disabilities to understand their experiences and possible reasons why this population experiences challenges to their career development. The study specifically sought to examine whether the intersection of race, gender, and disability played a role in career advancement. The study participants identified singular, combination, and sometimes shifting combinations of identities of race, gender, and disability as having an influence on their career growth. Further they discussed various supports and barriers to their career development. Several also identified disability as the identity that most affected their career advancement. Based on the findings from the study, several practical recommendations are suggested, together with the identification of necessary stakeholders, and establishment of relevant timelines for implementation.