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Empowerment is a process, and it does not occur automatically. This has necessitated several studies to have different findings about the evidence for women empowerment. This is because empowerment is a continuous and constantly evolving process. This necessitates investigation of the factors which determine women empowerment in specific areas. This paper examined social factors which determine women empowerment in Kondoa District. Moreover, it establishes the level of attitude towards women empowerment. To determine factors and attitudes towards women empowerment, a survey was done at the household level for both women who are members and those who are not members of Microfinance Institutions in Kondoa District. A purposeful method was used to obtain a sample of 415 women involved in this study whereby 214 were members and 201 were nonmembers of financial institutions. Both qualitative and quantitative methods were utilized to collect and analyse data. Eight factors were analyzed to establish their association with women empowerment. Out of the eight factors, only five factors which include marital status [OR = 1.207], level of education [1.122], number of years lived in the area (residence) [1.018], microfinance membership [2.462] and residence area (urban) [1.008] were positively associated with women empowerment. The women’s attitude towards their empowerment is positive contrary to most men. The study recommends women to work hard with financial support received as they are key players for their success.

This chapter conceptualizes self-help groups as communities of practice where learning citizenship practices experienced. Qualitative research through interviews and focus group discussions was employed for data collection in Mpwapwa District, Rural Tanzania. Drawing on (Lave and Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, 1991) notion of situated learning through legitimate peripheral participation in communities of practice, I analyze how participants describe their learning, and how they draw connections between being a good member in a group and exercising good citizenship more broadly. Findings show that participants learn to achieve main goal of development and care for others in various ways including participation in joint activities, imitating others and trial and error. A good member of the group is perceived as a good citizen, responsible in development of oneself and to others. Therefore, groups address challenges in their settings and portray a kind of citizenship that needs attention in development interventions.

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