Abstract: Women’s economic empowerment is pivotal for sustainable development, yet financial exclusion, education disparities, and socio-cultural constraints hinder their participation in community development projects. This study investigates the economic determinants influencing women’s participation in community projects in Mukaa Ward, Makueni County, Kenya, applying Human Capital Theory and the Capability Approach as theoretical frameworks. A descriptive survey design was utilized, with data collected from 189 systematically sampled respondents. Inferential statistical analysis revealed that education is the strongest predictor of participation (β = 1.00, p < 0.001), explaining 75% of the variance (Random Forest Model, accuracy = 82%). Women with tertiary education were 3.2 times more likely to participate than those with primary education (95% CI: 2.6–3.8). Financial constraints significantly reduced participation (r = -0.94, p < 0.001), with 55% of respondents citing loan inaccessibility as a key barrier. However, income did not show a statistically significant direct correlation with participation (χ² = 1.465, p = 0.833), suggesting that financial access, rather than income level, is the primary determinant of engagement. These findings underscore the need for gender-responsive financial inclusion strategies, including collateral-free microfinance, digital credit expansion, and financial literacy integration in educational curricula. Policy recommendations align with UN SDG 5 (Gender Equality) and SDG 8 (Decent Work & Economic Growth), as well as the World Bank’s 2021 Gender Financial Inclusion Framework. By offering a data-driven, globally relevant perspective, this study provides actionable insights for policymakers, international development agencies, and scholars aiming to enhance women’s participation in economic development.

Keywords: Women Empowerment, Women’s Economic Participation, Financial Constraints, Genderresponsive Policies, Capability Approach