The current study examined associations of intersectional social identities on Black women’s (N = 126) career self-efficacy and interests at a Historically Black College and University (HBCU). Structural models examined associations of different aspects of gender and racial identity on Social Cognitive Career Theory (SCCT) predictors (i.e., learning experiences and self-efficacy) for each RIASEC career interest. Social Cognitive Career Theory paths from learning experiences to career interests, via self-efficacy, were supported for all six career interests. For gender norms, domesticity directly predicted learning experiences and indirectly predicted interests for enterprising, investigative, social, and conventional themes; however, primacy of work conformity was not associated with learning experiences or indirect effects for any career interest. Racial centrality only predicted learning experiences and indirect effects on career interests for social careers. Aspects of racial and gender identity may set forth educational decisions that have implications for the eventual careers that many undergraduates pursue.

目前的研究检查了黑人女性（N= 126) 在历史悠久的黑人学院和大学 (HBCU) 的职业自我效能感和兴趣。结构模型检查了社会认知职业理论 (SCCT) 预测因子（即学习经验和自我效能）对每个 RIASEC 职业兴趣的性别和种族身份不同方面的关联。所有六种职业兴趣都支持通过自我效能从学习经历到职业兴趣的社会认知职业理论路径。对于性别规范，家庭生活直接预测学习经历，间接预测对进取、调查、社会和传统主题的兴趣；然而，工作一致性的首要性与学习经验或对任何职业兴趣的间接影响无关。种族中心性仅预测学习经验和对社会职业的职业兴趣的间接影响。种族和性别认同方面可能会提出对许多本科生追求的最终职业有影响的教育决策。