TPC-Journal-V4-Issue4

The Professional Counselor \Volume 4, Issue 4 338 Relationships with parents and presence of role models. For college women, the positive influence of female teachers and high performance self-esteem (i.e., agency, or a feeling of being able to be autonomous) was most predictive of career salience (i.e., the importance of one’s career relative to one’s other roles) and educational aspirations (i.e., aspirations to pursue different levels of education). Also, having the positive influences of fathers and male teachers, as well as high performance self-esteem, predicted women wanting to pursue less traditional careers (Hackett et al., 1989). Rewards and costs of career and parenthood. Leslie (1986) found that the daughters of homemakers had more positive feelings toward employment when mothers were not satisfied with homemaking and the children helped more with housework. Daughters of employed mothers viewed employment more positively when they perceived their mothers as happy and busy with their work. Daughters of homemakers indicated most concern with the costs of work and the costs of having children in the future, whereas the daughters of employed mothers also were concerned with the rewards of work. Also, Campione (2008) found that depression stemmed from family issues (e.g., caring for a disabled family member) and work issues (e.g., working irregular hours at a job), and working shifts during odd hours was associated with marital stress and family difficulties. Conclusion of Part I: Career Development. In Part I, the current authors reviewed evidence on variables pertinent to a woman developing her career as an academician, or having access to developing a job or career as an academician. The next section focuses on the pipeline. Part II: Pipeline Influences The present authors conceptualize the pipeline, or the route to an academic career and the academic career itself, as beginning in graduate school and extending through all stages of a career in academia. The career development literature focuses heavily on undergraduates, whose experiences the present authors consider to be separate from graduate student experiences, which are conceptually more proximal to and overlap with the concerns of academic careers. Thus, for the authors’ purposes, once a woman decides to pursue a graduate-level degree, her experiences are characterized as part of the pipeline. Again, the authors have grouped variables using superordinate labels. The themes include academic duties, academic environment, individually centered, resources and social variables. Academic duties theme. In this section the authors describe variables associated with women’s status within the academic institution, including administrative-level representation, institutional housekeeping and service- oriented activities, teaching and research productivity, and tenure-track versus nontenure-track status. Administrative-level representation. Quite simply, women are not represented at the administrative level of academic institutions as frequently as men (Kimball, Watson, Canning, & Brady, 2001). Women’s underrepresentation can be associated with the amount of effort they have invested in teaching, mentoring and service, along with an inability to decline projects, which may compromise women’s career trajectory toward higher levels of authority within the institution. Kimball et al. (2001) suggested that women may not understand how to effectively negotiate the male-dominated and hierarchical structure of academia in order to fulfill broader career advancement desires. Institutional housekeeping and service-oriented activities. Bird, Litt, and Wang (2004) defined institutional housekeeping as “the invisible and supportive labor of women to improve women’s situation within the institution” (p. 195), based on Valian’s (1998) work. Valian (2005) described these activities as “low-visibility, low-power, low-reward, and labor-intensive” (p. 205). Women may often be called upon to participate on committees or in groups that bolster the department or institution with regard to advising and teaching, or even issues pertinent to women in the academy. Providing service work may detract from time performing