Issue brief

KEY CHARACTERISTICS 

OF WORKING WOMEN WITH DISABILITIES

INTRODUCTION

In 2014, working-age (16-64 years old) women with 

disabilities1

 made up 1.5 percent of the workforce even 

though they were nearly 4 percent of the U.S. workingage population. These women represent a critical source 

of untapped labor force talent.2 In addition to facing 

persistently low employment, women with disabilities 

often face a number of gender-specific barriers as well as 

difficulties obtaining access to adequate housing, health, 

and education; unequal hiring and promotion standards; 

and unequal pay.3 An examination of employment statistics, 

including unemployment, workforce participation, and 

income, reveals an unmet potential for employment among 

those with disabilities. Despite growing opportunities 

over the past few decades, people with disabilities, 

especially women, who want to and are able to work, are 

encountering barriers that prevent them from achieving 

economic security. This paper highlights several key 

employment factors that contribute to the economic 

vulnerability of women workers with disabilities.

ECONOMIC, EMPLOYMENT, AND 

EDUCATIONAL CHARACTERISTICS 

Americans with disabilities experience more pronounced 

poverty rates than almost any other single demographic 

group.4 According to Census Bureau data, in 2013, the 

poverty rate for those age 16-64 with a disability was 28.8 

percent, compared to 12.3 percent for able-bodied people.5

Women with disabilities are more likely to experience 

economic insecurity, due partly to the fact that, among 

working-age individuals, women with disabilities have 

the lowest labor force participation rate and the lowest 

employment-population ratio6

 when compared to men with 

disabilities, able-bodied women, and able-bodied men (See 

Figures 1 and 2, respectively).7 
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Although working-age women and men with disabilities 

have nearly the same unemployment rates, they are more 

than double the unemployment rates for able-bodied 

women and men (See Figure 3).8

Among working-age women with disabilities, women of 

color generally experience greater economic insecurity 

than white women. In particular, black/African American 

women face a lower labor force participation rate, a lower 

employment-population ratio, and a higher unemployment 

rate than their white, Asian, and Hispanic/Latina 

counterparts (See Figure 4).9

In addition, women with disabilities, like all other women, 

experience the gender wage gap and occupational 

segregation, both of which exacerbate economic 

insecurity. Full-time, year round working women with 

disabilities, age 16 and older, earn 80.8 percent of what 

their male counterparts with disabilities earn and only 69.5 

percent of what men without disabilities earn.10 Women 

with a disability are also more likely to work in service 

occupations11 — the lowest paying employment sector 

— compared to men with a disability, women without a 

disability, and men without a disability (See Figure 5).12 

For example, women in “service occupations” earn a 

median weekly income of $461, whereas women in 

“management, professional, and related occupations” earn 

a median weekly income of $981.13

Without a job or a living wage to help offset costs 

associated with having a disability, the result is often a 

greater dependency on government safety net programs 

(i.e., Supplemental Security Income and Social Security 

Disability Insurance or others).14 But in spite of the 

economic instability they face, women with disabilities are 

still less likely than men with disabilities to receive benefits 

from Social Security and Disability Insurance.15 For women 

who do receive disability insurance, the average monthly 

benefit is lower than the amount men receive ($1,033.50 

for women and $1,289.13 for men).16 These differences in 

benefits occur because the receipt of disability insurance 

is dependent on work history17 and women with disabilities 

are less likely to have jobs, or more likely to have jobs that 

pay lower wages, than men with disabilities.18

Notwithstanding marked improvements since the 

1970s around inclusion, opportunity, accessibility, 

and destigmatization of disability in the United States, 
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the magnified challenges disabled women face have 

often gone overlooked in interventions and initiatives 

aimed at improving labor outcomes. Increased access 

to apprenticeships, internships, jobs, and leadership 

training programs, or access to affordable post-secondary 

education options (such as community colleges), are 

among the solutions that can significantly improve the labor 

market outcomes of women with disabilities. 

BARRIERS TO EMPLOYMENT 

In May 2012, half of all individuals with a disability who 

were not working reported some kind of barrier to work.19 

Reported barriers included: lack of education or training 

(14.1 percent), transportation needs (11.7 percent), the 

need for on-site job accommodations (10.3 percent), and a 

person’s own disability (80.5 percent).20 

The challenges women with disabilities face may be 

amplified as a result of two-fold discrimination– gender and 

disability status discrimination.21 Barriers to employment 

and wage parity, particularly those resulting from 

discrimination and stigma, have a disproportionate impact 

on women with disabilities, who may face perceptions 

of “inability” and “weakness” aimed at their disability 

status and gender.22 These barriers include (1) reduced 

self-esteem,23 (2) unequal access to and participation in 

critical subjects and academic precursors to competitive 

jobs,24 (3) lower career expectations,25 (4) a perceived 

need to self-accommodate,26 and/or (5) isolation and lack 

of access to supports and key informational resources.27

If the compound barriers associated with both gender 

and disability fail to be explicitly accounted for in the 

policies and programs intended to support this population, 

women with disabilities may also benefit less from existing 

interventions and initiatives.

AN OVERVIEW OF WORKFORCE 

TRAINING 

Few female students with disabilities receive the exposure 

and education necessary for employment, particularly in 

more lucrative STEM fields.28 For women with disabilities 

who may face stigma, isolation, and a reduced probability 

of employment on the basis of gender and disability 

discrimination, access to early work experience and 

transition to work programs may be a mitigating factor. 
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The effects of quality education and a successful schoolto-work transition program are clear. Regardless of sex 

and/or disability, higher levels of educational attainment 

are associated with higher labor force participation rates 

and higher employment-population ratios (See Figures 6 

and 7, respectively). 
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Additionally, individuals age 25 and older with a 

bachelor’s degree and higher education levels have lower 

unemployment rates than those with some college or an 

associate’s degree, those with high school degrees, and 

those with less than high school educations (See Figure 8).29

Only recently has greater attention been brought to bear 

on education and the need for a seamless transition to work. 

Notwithstanding the Individuals with Disabilities Education 

Act (IDEA) of 1975, student transition plans have not been a 

priority during individualized education planning.30 However, 

there is a growing realization of the need for planning and 

early discussions about elements of adult living, such 

as preparation for post-secondary education, vocational 

education, integrated employment (including supported 

employment), continuing and adult education, adult services, 

independent living, and community participation31 – most 

recently evidenced by the federal joint-agency PROMISE 

initiative32 and the Federal Partners in Transition workgroup.33

States and institutions of higher education have the means 

to create and expand work-to-learn programs and increase 

affordability of post-secondary learning and training. Private 

and public sector entities can provide opportunities for 

internships, apprenticeships, or job training and professional 

development efforts that are made more accessible to the 

pipeline of young and adult women with disabilities.

To fully realize the progress that has been made to 

reduce barriers and increase accessibility to employment 

for individuals with disabilities, more could be done to 

ensure women workers with disabilities are positioned 

to achieve strong, sustained labor force attachment. 

Providing women with disabilities the opportunity to 

realize their full potential as workers pays dividends 

not just for the individual, but also for the families and 

employers who benefit from their contributions.
Endnotes

Page 6

ENDNOTES

1 For the purposes of federal disability nondiscrimination laws, a person with a disability is typically defined as someone 

who (1) has a physical or mental impairment that substantially limits one or more “major life activities,” (2) has a record 

of such an impairment, or (3) is regarded as having such an impairment. “Frequently Ask Questions,” U.S. Department 

of Labor, Office of Disability Employment Policy, accessed June 12, 2015, http://www.dol.gov/odep/faqs/general.htm#3

2 Unpublished tabulations from the 2014 Current Population Survey, Bureau of Labor Statistics.

3 “Women and Girls with Disabilities,” United Nations, accessed May 28, 2015, 

http://www.un.org/disabilities/default.asp?id=1514

4 “Fulfilling the Promise: Overcoming Persistent Barriers to Economic Self- Sufficiency for People with Disabilities,” 

United States Senate, accessed May 28, 2015, 

http://www.help.senate.gov/imo/media/doc/HELP%20Committee%20Disability%20and%20Poverty%20Report.pdf

5 “Income and Poverty in the United States: 2013,” United States Census Bureau, accessed May 28, 2015, 

http://www.census.gov/content/dam/Census/library/publications/2014/demo/p60-249.pdf (in table 3 on page 13)

6 Employment-population ratio is the proportion of the civilian non-institutional population aged 16 years and older that is 

employed.

7 Unpublished tabulations from the 2014 Current Population Survey, Bureau of Labor Statistics.

8 Ibid.

9 Ibid.

10 “How the Wage Gap Hurts Women and Families.” Employment Fact Sheet. National Women’s Law Center. April 2015. 

http://www.nwlc.org/resource/how-wage-gap-hurts-women-and-families. NWLC calculations are based on the Current 

Population Survey, 2014 Annual Social and Economic Supplement.

11 Unpublished tabulations from the 2014 Current Population Survey, Bureau of Labor Statistics.

12 According to the Bureau of Labor Statistics’ tabulation of the 2014 Current Population Survey, of those in Service 

Occupations, women earn a median weekly income of $461 and men earn $583. http://www.bls.gov/cps/cpsaat39.htm

13 Ibid.

14 “Fulfilling the Promise: Overcoming Persistent Barriers to Economic Self- Sufficiency for People with Disabilities,” 

United States Senate, accessed July 2, 2015, 

http://www.help.senate.gov/imo/media/doc/HELP%20Committee%20Disability%20and%20Poverty%20Report.pdf

15 “Benefits Paid By Type of Beneficiary,” Social Security Administration, accessed July 2, 2015, 

http://www.ssa.gov/cgi-bin/currentpay.cgi

16 Ibid.

17 “Benefits for People With Disabilities,” Social Security Administration, accessed July 2, 2015, http://www.ssa.gov/disability/

18 “Women” U.S. Department of Labor, Office of Disability Employment Policy, accessed July 2, 2015, 

http://www.dol.gov/odep/topics/Women.htm

19 “Persons With A Disability: Barriers To Employment, Types of Assistance, and Other Labor-Related Issues ̶ May 2012” 

Bureau of Labor Statistics, accessed May 18, 2015, http://www.bls.gov/news.release/dissup.nr0.htm

20 Ibid.

21 “Women and Girls with Disabilities” United Nations, accessed May 28, 2015, http://www.un.org/disabilities/default.asp?id=1514

22 Carrie G. Basas, “The New Boys: Women with Disabilities and the Legal Profession,” Berkley Journal of Gender, Law & 

Justice 25 (2010):32-124.

23 Michael R. Benz, Bonnie Doren & Paul Yovanoff, “Crossing the great divide: Predicting productive engagement for 

young women with disabilities,” Career Development for Exceptional Individuals, 21(1)(1998), 3-16.

24 Penny Hammrich, Lynda Price & Graciela Slesaranksky-Poe, “Daughters with Disabilities: Breaking Down Barriers,” 

Electronic Journal of Special Education, 5(4)(2001), Last accessed July 3, 2015, Retrieved from 

http://wolfweb.unr.edu/homepage/crowther/ejse/hammrichetal.html
Endnotes

Page 7

25 “Employee Development for People with Disabilities, Employment Issue Brief #2,” National Council on Disability, 

October 1, 2007, accessed July 2, 2015. http://www.ncd.gov/publications/2007/Oct2007

26 Carrie G. Basas, “The New Boys: Women with Disabilities and the Legal Profession.” Berkley Journal of Gender, Law & 

Justice 25 (2010):32-124.

27 Fredrick E. Menz, Geraldine Hansen, Harry Smith, Constance Brown, Meg Ford & George McCrowey, “Gender 

equity in access services and benefits from vocational rehabilitation,” The Journal of Rehabilitation, 55(1)(1989): 31-

40.; Michael R. Benz, Bonnie Doren & Paul Yovanoff, “Crossing the great divide: Predicting productive engagement 

for young women with disabilities,” Career Development for Exceptional Individuals, 21(1)(1998), 3-16.; Keith B. 

Wilson, Debra A. Harley, Katherine McCormick, Kristine Jolivette, & Ronald L. Jackson II, “A literature review of 

vocational rehabilitation acceptance and explaining bias in the rehabilitation process,” Journal of Applied Rehabilitation 

Counseling, 32(I) (2001):24-35.

28 Penny Hammrich, Lynda Price & Graciela Slesaransky-Poe, “Daughters with disabilities: Breaking down barriers,” 

Electronic Journal of Special Education, 5(4)(2001). Last accessed July 3, 2015, Retrieved from 

http://unr.edu/homepage/crowther/ejse/hammrichetal.html

29 Unpublished tabulations from the 2014 Current Population Survey, Bureau of Labor Statistics.

30 Cheryl Bates-Harris, “Segregated and exploited: The failure of the disability services system to provide quality work,” 

Journal of Vocational Rehabilitation, 36(2012): 39-64.

31 C.F.R. §300.43(a), 2004

32 Promoting Readiness of Minors in Supplemental Security Income (PROMISE) is a joint initiative of the U.S. Department 

of Education, U.S. Department of Health and Human Services, U.S. Department of Labor, and Social Security 

Administration. It was created to foster improved health, education, and post-secondary outcomes for children ages 14-

16 who receive Supplemental Security Income (SSI), as well as their families. More information can be found at 

http://www2.ed.gov/about/inits/ed/promise/index.html “About” U.S. Department of Education, accessed June 12, 2015, 

http://www2.ed.gov/about/inits/ed/promise/index.html

33 Federal Partners in Transition is a workgroup, led by senior federal officials, with representatives of several 

federal agencies, including Department of Labor, Education, Health and Human Services, and the Social Security 

Administration involved in transition of youth with disabilities from school into post-secondary education, work, and 

independent living. More information can be found at http://youth.gov/feature-article/federal-partners/transition. 

“Partnerships and Initiatives,” U.S. Department of Labor, accessed July 1, 2015, 

http://www.doleta.gov/Youth_services/otherinitiatives.cfm

July 2015
Contact us

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CONTACT US

Website: www.dol.gov/wb/

E-mail: WomensBureau@dol.gov

Mail:

WOMEN’S BUREAU

U.S. Department of Labor

200 Constitution Avenue, NW

Washington, DC 20210

Phone: 1-800-827-5335 or (202) 693-6710

Women’s Bureau, U.S. Department of Labor, July 2015.