Volume_4_Issue_4_Digest

60 TPC D igest experiences around the academic pipeline. In sum, the authors’ career development model of women in academia has three parts: early career development (preacademic appointment, which includes experiences leading up to graduate school), the pipeline (graduate school through academic job/career), and postpipeline (outcomes of academic career). Regarding the first part of the model, women’s career development influences are organized into five major groups of variables: cognitive, coping, environmental, personality and relational. The second part of the model, the pipeline, specifies numerous variables affecting women’s experiences in academia, which are grouped into the following categories: academic duties, academic environments, individually centered, resources and social. The final section of the model indicates two major outcomes of women’s career development and the academic pipeline: career satisfaction and institutional responses. The model conveys a new perspective on the experiences of women in academic careers before, during and after their faculty appointments. The documented trend of women prematurely leaving higher education and academia is conceptualized via the “leaks” in the pipeline. The authors note the outcomes of the processes that occur within the pipeline and present predictions based on the model. This model is intended to help career counselors identify, conceptualize and treat women academicians’ career development issues, and to provide a resource for further research about the inequalities between men and women before, during and after their academic careers. The Professional Counselor DIGEST Volume 4, Issue 4 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates Full article and references: Gasser, C. E., & Shaffer, K. S. (2014). Career development of women in academia: Traversing the leaky pipeline. The Professional Counselor , 4 , 332–352. doi:10.15241/ ceg.4.4.332