This phenomenological study examined 20 tenured and nontenured counselor educators regarding their experiences of motherhood and academia. Two central themes from the interviews emerged: environmental influences (including position flexibility, experienced discrimination, and felt support) and choices and circumstances (including defining and establishing boundaries and accepting decisions). Findings are important for understanding academic mothers' experiences and underscore the need for additional research in the field that specifically addresses these issues.

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Current Council for Accreditation of Counseling and Related Eduational Programs (CACREP; 2001) standards promote the use of triadic supervision by counselor educators and supervisors. However, conceptual models of triadic supervision do not presently exist in the supervision literature. This article describes the process and structure of 1 model of triadic supervision (D. M. Kleist & N. R. Hill, 2003). This model provides a vehicle for implementing triadic supervision in response to changes in the CACREP standards and adds to the literature on triadic supervision. Implications for counselor educators and supervisors, as well as future research, are conceptualized.

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Recent research has suggested that children are a hindrance for female faculty members in making tenure, due partially to reproduction and the quest for tenure timelines being incompatible (Mason and Goulden 2004;Young and Wright 2001). This article presents an emerging profile of 70 counselor educator mothers as they navigate their way through the academic pipeline towards tenure. Results indicate a significant difference between non-tenured and tenured faculty's perceptions of balance between work and family life. Implications for educators and future research are presented.