I consider the representation of females in Science, Technology, Engineering, and Mathematics (STEM) in Sub-Saharan Africa. Appealing to data from the World Development Indicators, I evaluate the female share on graduates in two broad STEM disciplines. A descriptive analysis is offered that enables an assessment of the extent of Sub-Saharan African gender-inequality in STEM which can inform whether or not there should be policy interventions aimed at decreasing gender inequality and access to STEM education in Sub-Saharan Africa.

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