Studies in the US indicate that girls lose interest in coding and programming, as they get older due to lack of confidence. 

A factor in guiding girls of this generation into a career in stem is the impact of female role models. The more women interested in graduating with an academic career in stem, the more likely they are to become an inspiration/role model to the next generation to come. Further more adding to this, a successful career in stem is would advertise and reinforce this ideal. 

The majority of girls found themselves leaning towards other subjects that were considered more creative. It showed that very few girls deemed careers in STEM as creative. 

Girls who take part in extracurricular activities and outdoor clubs have demonstrated higher confidence in taking on a stem related career. 

Encouragement from parents and teachers also pose a factor in girl’s interest in stem, those who discuss stem subjects outside of the classroom show higher interest in pursuing further study. 

Why aren’t girls studying physics after the age of 16? 

From October 2008 to April 2009, a total of 5,642 year 10 students from 137 UK schools took part in a questionnaire that would investigate student’s confidence and performance in physics. This survey compared the commonalities between boys and girls in their response and attitude towards physics. 

Findings from a large UK survey illustrates the following: 

● PB- boys wanting to participate in physics 

● PG- girls wanting to participate in physics 

● NPB- boys not wanting to participate in physics 

● NPG- girls not wanting to participate in physics 

Results from this survey demonstrated that girls showed less intention to take on physics for further study (post-16) even around a supportive circle of teachers, parents and family than boys. Although, there were a subgroup of girls who held an interest in studying physics after year 10. These girls displayed having higher extrinsic motivation, a more positive approach towards the subject 

and encouraging teachers and lessons. The group of girls also held specific character traits such as being competitive and introverted. 

All in all, girls showed equal, if not better performance in exams in comparison to boys in science GCSE exams. Though sadly, the gender gap is still remains the widest in physics than in any other STEM subject. 

This has shown to hold relation to the theory that boys typically possess psychological traits boys such as being goal orientated, dominant, independent and competitive. As opposed to girls which have been likely to display attributes such as being responsible, cooperative, cautious, calculative and person orientated. 

Therefore perhaps lessening the feel of competitiveness in class can encourage girl’s participation and performance in their post-16 studies. 

Building on this viewpoint, it is believed that the characteristics that allow STEM to be seem appealing to boys, is the power of high pay and status which doesn’t create the same effect on girls. 

Instead girls have typically shown to associate STEM careers with the opposite gender due to this subjects appealing to males so much. 

In order to encourage girls to take an interest in STEM subjects, alternative approaches should be put into practice. There is evidence that girls are prone to choosing a career in science if the subject resonates and relates them to a person who’s inspired them to hold a positive outlook towards that subject. 

Studies show that single sex schools have more of a positive view on physics in comparison to mixed school this may be due to girl’s perceiving the subject to be more masculine, thus showing girls appear to hold a more positive attitude towards STEM subjects when in a single sex environment. In fact, both genders show a higher probability in taking on a science subject in higher tier KS3 in same sex schools. 

Natural and intrinsic motivation appears to be attained from a feel of genuine interest and amusement when practicing that subject. The basis being that formulating an interest and satisfaction in physics can heighten the drive towards their studies. 

In the questionnaire, students who established a genuine and fundamental appreciation for physics indicated an actual liking, finding it to be their preferable subject. Although having an appreciation for the subject did not necessarily mean that students viewed physics as a potential career path but possibly just a hobby or passion. 

A gained desire construct touches on student’s intentions behind studying physics due to the material and practical gains they shall receive in pursuing a career path. This reveals there are two indispensable measurements to extrinsic/practical incentive- choosing stem subjects for social advantage e.g. to hold a better reputation socially and obtain a more secure financial status.

01. Squash and stretch 

An essential technique used in animation to give all objects and characters realism is the squash and stretch utility. It is one of the 12 employed and one of the most important and most frequently used. It can be best visualized when thinking of a rubber ball in slow motion hitting the ground when thrown, on impact it would quite simply squash and when it bounces off the ground resume its original shape. When an object is either squashed or stretched it important to demonstrate this in correlation to volume either wider for when squashed and thinner for when stretched. This gives weight to the appearance in terms of movement and takes into consideration all the necessary elements with regards to gravity, weight, mass and flexibility. It is therefore important to give the individual object its unique volume and consistency. 

02. Anticipation 

Another technique to show realism and naturalism to movement is the application of Anticipation. It is the connection displayed before the movement of, for example, jumping upright. You must even momentarily display the connection of having to bend ones knees in order to do so, an otherwise impossible action, another good example, would be the action taken by the arm in preparation to throwing a ball, i.e. pulling the arm back, all done in the name of creating animation that is life like as opposed to demonstrating stagnant poise. 

03. Staging 

Staging is an important factor in limiting the unimportant features in the narrative and focusing on important imagery. In this way staging and focus directs the gaze focus of the viewer, insider to restrict the movement of the background narrative, for coherency maintaining and ensuring the primary attention on what is important to the narrative, much like an artist deploys in composing a narrative in his artwork. 

04. Straight ahead action and pose to pose 

Two different approaches can be taken in the drawing of application and are often both utilised. Pose to pose drawing is the creating the first image and the last intended image and the filling in the gaps in a less cohesive manner and can be utilised best for dramatic effect as this narrative intended for drama would be prioritised. The other approach straight ahead action uses a step by step story motion telling proposal to each frame from the beginning to end, intended for fluidity and realism with all aspects of the movement narrative cohesively laid out. 

05. Follow through and overlapping action 

To apply further principles of realism in the animation of moving objects, different parts of the object or people will move in different ways, speed and directions, for example, a character running may have arms and legs running in different directions and speed, similarly those concept is followed through when coming to a standstill for example the runners feet may stop before the arms come to a standstill. The runner’s hair to express realism may also move in different ways and actions may overlap throughout the sequence. 

06. Slow in and slow out 

To best begin a sequence depicting motion starting and ending frames can be increased and decreased respectively, to depict for example a car starting up, frames would be increased and evened out during the movement and then decreased further when stopping. 

07. Arc 

Following the principles of 'arc' physics, objects movements are set on a course in motion and you can apply these same principle when drawing out the sequence of moving objects in animation. For example the trajectory of a tossed ball in the air, taking into account gravity natural effect. 

08. Secondary action 

Although narratives are drawn out with emphasis on main actions, secondary actions simultaneously act to give depth to the narrative of characters and objects. They are often subtle supports that should be carefully considered to not take away focus from what is most important. For example the gait of a characters walk, expressions whilst talking or moving, the motion of hair, even the effects of how objects primary and secondary ones react to one another. All though out carefully to give primary actions the most focus. 

09. Timing 

So much in animation looks to physics and how the real world works especially with regards to movement and reactions timing is another element that must be considered. It must be done in the same way if it is to be believable although there is artist licence in the realm of the imagined although consistency in this would best if this were taken. 

10. Exaggeration 

To enable your animation of characters and object to take on dynamism and avoid being dull and static, you should experiment in ways to make the characters or object stand out by exaggerating certain features. In this way you step outside the norm and the animations will stand out. 

11. Solid drawing 

Being able to deliver believable drawings or interesting animation, you must have knowledge of how to draw, including drawing in 3d, knowledge of form and anatomy, regard weight and volume, lighting and shadowing. Again exploring these principles with regards to experimentation and artistic licence may taken, however, consistency should again be taken to achieve cohesiveness. A world with a warped perspective and misshapen doors should remain so until the end of the animation. 

12. Appeal 

Whilst there is no magic formula in getting your animation just right in order to appeal an audience, you must try to reach them with a clear message. For the narrative to direct itself as successfully as possible the realm you create must include appealing characters and this may have more chance if their characters are further developed, with good story telling in your animations that will include the objects in this world all subjects therefore will possess personality in their own right and should have solid drawing in this capacity with comprehensible designs.

-Jenna Rahma

When it comes to the research behind the gender gap in STEM there are so many statistics that support the movement. There are many reasons as to why there is a problem with the levels of gender, firstly more boys choose to study STEM subjects than girls when at school and university. Through-out the last few years the gap has decreased between the two however there is still a significant gap between them. When asking girls at University of Kent why they chose to study non-STEM related subjects, more than half said that they were more likely to gain a job from their chosen course and felt they were not capable enough to go into areas of STEM. Because of the fewer women in STEM jobs this means the current girl students have fewer role models than boys do. Society and history play a major role in the reasons for gender discrimination, because of the way women are portrayed within our society girls feel they cannot be apart of STEM subjects, they feel they must stick to the way things are now and to stray far from the norm would not do well for them.

-Neena Mistry