Title IX of the Educational Amendments of 1972 has significant implications for gender equity in career and technical education (CTE) and science, technology, engineering, and mathematics (STEM) programs--and the relatively low number of women and girls pursuing nontraditional careers has significant economic and social implications. From an economic perspective, the traditional female careers into which significant numbers of girls are directed pay substantially lower wages than nontraditional fields. For example, in the field of cosmetology, in which girls represent 98% of the students, workers typically earn a median wage of $9.52 per hour, yet in the electricians' field, in which girls comprise only 6% of students, the median earnings are more than twice as much, at $20.33 per hour (National Women's Law Center, 2005). In terms of social consequences of gender inequity, for example, Daines, Hartenstein, and Birch (2000) state that the lack of access to work and education or training opportunities for women "is a societal problem that results in underdeveloped human resources....It also limits a nation's development, for a nation's ability to have a healthy economy directly relates to developing its human resources" (p. 22). Strategies that could broaden the scope of nontraditional opportunities for girls and women are offered.