This dissertation explored male students' perspectives on male dominance within career and technical education (CTE) programs and examined how these perspectives impact their educational experiences and career opportunities. The study uncovered a complex interplay of social, cultural, and educational dynamics that influence male students' perceptions of gender in CTE environments. Key findings revealed although male students generally express satisfaction with their educational experiences and perceive equal opportunities for all genders, there has been a significant lack of awareness regarding gender disparities and the unique challenges faced by female students and other underrepresented groups. This research highlighted the importance of addressing these gaps through education, policy adjustments, and cultural transformations within CTE programs. By applying social constructionism, critical theory, and Bourdieu's (1986) theory of capital, this study provided a theoretical framework for understanding how male dominance has been perpetuated in educational settings and how intersecting identities, such as race, ethnicity, and socioeconomic status, have further shaped students' experiences. The findings suggest promoting awareness, equity, and inclusivity within CTE programs is essential for creating a supportive and empowering environment that benefits all students. This dissertation concludes by offering practical recommendations for educators and policymakers to foster a more inclusive and diverse CTE landscape, ultimately contributing to a richer and more equitable educational experience for all learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]