IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 23, Issue 2, Ver. 3 (February. 2018) PP 66-71 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org DOI: 10.9790/0837-2302036671 www.iosrjournals.org 66 | Page Women Empowerment for Sustainable Development through STEM subjects: A case of Mathematics Dr Sylvia Madusise Robert Mugabe School of Education and Culture, Great Zimbabwe University, Zimbabwe Corresponding Author: Dr Sylvia Madusise Abstract: Women empowerment brings about upliftment of women in social, economic and political spheres where they are able to play roles at par with men in society. Education for Sustainable Development (ESD) goal number 5 targets achieving gender equality and empowering all women and girls. This theoretical perspective paper looks at how mathematical empowerment of women could serve as a prerequisite tool for sustainable development. It considers how women can benefit from being mathematically empowered. It is a known fact that most development relies on science and technological careers. This development cannot be successful without mathematics yet women are underrepresented in this queen of science. In Zimbabwe women constitute above half of the population yet there is an under-representation of the female gender in science, technology, engineering and mathematics (STEM) fields. The country‟s rich human capital should work towards women‟s economic empowerment through education empowerment - particularly empowerment through mathematics education as it seeks sustainable solutions to its current economic challenges. One of the indicators of human capital development is the level of educational attainment of all citizens of a country irrespective of gender differences. It is argued that mathematics education offers opportunities for women advancement. Factors leading to girls‟ attrition in mathematics are cited and possibilities of widening women participation in mathematics education are suggested. Key terms: Gender, Mathematics Education, STEM (Science, Technology, Engineering and Mathematics), Women empowerment. --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 20-01-2018 Date of acceptance: 13-02-2018 -------------------------------------------------------------------------------------------------------------------------------------- I. INTRODUCTION The term empowerment has the most conspicuous feature containing the word “power” which means the ability to do something. One way of thinking about power is the ability to make choices. To be disempowered means to be denied choices, while empowerment refers to the processes by which those who have been denied the ability to make choices acquire such ability. Poverty and disempowerment generally go hand in hand, because an inability to meet one‟s needs – and the resulting dependence on powerful others to do so – rules out the capacity for meaningful choices. The absence of choice is likely to affect women and men differently because gender-related inequalities often intensify the effect of poverty (Kabeer, 2005). Empowerment then means moving from a weak position to execute power. Women empowerment, often referred to as gender empowerment can be viewed as the process of enabling and developing ability or potential in women so that they can think and act freely, exercise their choice and control their lives, thereby reducing discrimination, exploitation towards them and under-representation in all sectors of the economy. Governments the world over, recognise that the national economic and development plans require rapidly moving towards gender equality. On 25 September 2015, the United Nations General Assembly adopted the 2030 Agenda for Sustainable Development which has seventeen (17) Sustainable Development goals (SDGs) and goal 5 (five) targets gender equality, aiming at achieving gender equality and empowering all women and girls (UNESCO, 2017). All individuals irrespective of gender require the knowledge, skills, values, and attitudes that empower them to contribute to sustainable development. Education, therefore, is crucial for the achievement of sustainable development. This should also include equality in accessing science, technology, engineering and mathematics (STEM) education. Education for sustainable development (ESD) is about shaping a better tomorrow for all so it has to start today. ESD should provide an education that matters and is truly relevant to every learner in the light of today‟s challenges. Zimbabwe has made significant strides in amending and enacting legislation to advance the gender equality and equity objective. The Constitution of Zimbabwe adopted in 2013 is widely acknowledged for its firm commitment to gender equality. The Bill in the new Constitution recognises that men and women have a right to equal treatment, including equal opportunities