Abstract
Several systemic barriers exist to the successful recruitment and retention of students for Science, Technology, Engineering and Mathematics (STEM) education programs and careers when students are both members of an underrepresented minority group and an individual with a disability. The authors have designed intervention programs in higher education settings and in this article they identify and discuss well-entrenched impediment that are programmatic, economic, psychological, architectural, and attitudinal in nature. Unless and until these obstacles are addressed (particularly in early adolescence), marginal gains in recruitment and retention is the most that may be expected for STEM education among underrepresented minority students with disabilities.