TPC-Journal-V4-Issue4

The Professional Counselor \Volume 4, Issue 4 345 Table 1 Themes and Variables Comprising the Career Development and Leaky Pipeline Experiences of Women in Academia Model Predictions Based on the literature review and the resulting model, the authors can make several predictions to describe the processes involved in women entering, traversing and exiting the pipeline. Entry into the Pipeline. As women begin their careers as faculty members they bring their career development history with them, which in turn influences their education and career. The interaction of these factors creates a unique experience for women in faculty positions. Specifically, the career development variables are relevant to entry into the pipeline. First, the authors predict that the cognitive theme affects career trajectory in that women must have career aspirations, career choices and career expectations that are compatible with an academic career, as well as sufficient intellectual abilities and liberal gender role attitudes to endure and succeed in graduate school and beyond. Second, the coping theme also facilitates pipeline entrance, as women must have career decision-making coping, career maturity and adaptability, career self-efficacy, and self-esteem to transition effectively from graduate school into academic careers. Third, the authors predict that lower social class and socioeconomic status diminish the likelihood that a woman will enter an academic career (environmental theme), because lower social class and socioeconomic status tend to be associated with less access to opportunity structures such as those afforded by the educational attainment required for many Career Development Pipeline Experiences Cognitive theme Career aspirations Career choice Career expectations Intellectual abilities Liberal gender role attitudes Coping theme Career decision-making coping Career maturity and adaptability Career self-efficacy Self-esteem Environmental theme Availability of resources and opportunities Low status of traditionally female jobs Previous work experience Social class and socioeconomic status Socialization influences Personality theme Achievement motivation Career interests Instrumentality and other personality variables Valuing graduate education Relational theme Dual roles of marital and parental status Perceived encouragement Psychosocial needs Relationships with parents and presence of role models Rewards and costs of career and parenthood Academic duties theme Administrative-level representation Institutional housekeeping and service-oriented activities Teaching and research productivity Tenure track versus nontenure track Academic environment theme Departmental climate Isolation and invisibility Transparency of departmental decision making (including tenure) Individually centered theme Academic self-concept Age Race and ethnicity Gender schemas and feminism Personal power and self-promoting behavior Resources theme Access to resources Financial issues Salary, rewards and recognition Social theme Peer and mentor relationships Presence of women in the field and the decision to pursue a doctorate Work and family issues: Parenthood, marriage and division of responsibility