Community colleges are a vital source of students in the STEM career pipeline. Yet, research indicates that rather than diversifying the STEM workforce, community colleges may be perpetuating gender imbalances. This qualitative phenomenological study was designed to examine differences in male and female experiences in two male-dominated community college STEM programs: (1) an engineering transfer program to a four-year college, and (2) a computer-systems engineering technology terminal certificate program. Findings indicate social and institutional contexts in the community colleges created gendered pathways in STEM programs that limited female interest and persistence while supporting men. In particular, women encountered social and institutional barriers, including the expectation of academic exceptionalism and gender stereotypes, which negatively influenced female self-efficacy and career-related choices. Additionally, these barriers required women to negotiate their female identity within male-dominated cultures, which imbued relationships, academic support, and learning experiences. While the women in this study successfully persisted, it is unlikely that community college STEM programs will increase female representation in the STEM career pathway without addressing these social and institutional barriers STEM disciplines.