Dissertation
Constructing (un)belonging: a narrative study of hegemonic masculinity in career and technical education
Doctor of Education (Ed.D.), Drexel University
May 2026
DOI:
https://doi.org/10.17918/00011356
Abstract
This qualitative narrative study investigated how female students perceived belonging and exclusion in male-dominated career and technical education (CTE) programs. It focused on how gender-based power norms shaped their engagement, identity, and persistence in these settings. Students participated in semi-structured interviews, providing firsthand accounts of their experiences with belonging in male-dominated postsecondary CTE. These stories were analyzed through the lens of hegemonic masculinity, a framework for understanding power and identity. Findings revealed that women's sense of belonging was often conditional, negotiated, and emotionally taxing, with strategies used to legitimize male knowledge and authority, thus reinforcing prevailing gender norms to foster a sense of belonging. These findings suggest that interventions attempting to increase support for minoritized women and other genders include mentorship, cohort development, and faculty training. This study contributes to the limited body of literature on gender and belonging in postsecondary CTE, offering implications for educators and policymakers seeking to create equitable, inclusive learning environments. Ultimately, this research positions participants' narratives to inform institutional practice and disrupt persistent gender hierarchies in workforce education.
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Details
- Title
- Constructing (un)belonging
- Creators
- Amy Driscoll McNulty
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- xiv, 129 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022181776204721