@article{otto_2001, title={Faculty misconduct in collegiate teaching}, volume={30}, ISSN={["0094-3061"]}, DOI={10.2307/2655444}, abstractNote={In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators}, number={2}, journal={CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS}, author={Otto, LB}, year={2001}, month={Mar}, pages={213–214} }
 @article{rhea_otto_2001, title={Mothers' influences on adolescents' educational outcome beliefs}, volume={16}, ISSN={["0743-5584"]}, DOI={10.1177/0743558401165005}, abstractNote={ In this article, the authors examine competing explanations for hypothesized family effects on adolescents’ educational outcome beliefs.Controlling on family socioeconomic status indicators, they find no support for the hypothesis that family composition affects outcome beliefs.Controlling on family structure, two measures of connection, including a dimension of parenting that promotes positive emotional ties between parents and children, have significant effects.They examine the robustness of the effects by controlling on variables known to affect educational outcomes and establish that the effects are not substantially diminished.Finally, they examine three measures of connection, varying from domain specific to global, and determine that the more targeted the measure, the stronger the association with educational outcome beliefs.The data consist of matched survey responses from a purposive sample of high school juniors (N = 203) and their mothers or guardians.Analysis is based on a series of ordinal logit models. }, number={5}, journal={JOURNAL OF ADOLESCENT RESEARCH}, author={Rhea, A and Otto, LB}, year={2001}, month={Sep}, pages={491–510} }
 @article{otto_2000, title={Youth perspectives on parental career influence}, volume={27}, ISSN={["0894-8453"]}, DOI={10.1177/089484530002700205}, abstractNote={ The role of parents in youth career development is generally acknowledged though, often, perfunctorily. This inquiry examines youth perceptions of parental influence on their career development. We ask young men and women about specific career development attitudes and behaviors that bear on their relations with their parents. The sample consists of survey data from 362 high school juniors. The results confirm the trend of recent studies that report compatibility between parent and youth values, aspirations, and plans. Of all the people to whom youth can turn for help with making career plans, most look to their mothers. The findings apply across gender, to young men as well as young women; and they apply across race, to minority youth as well as majority-culture youth. The results underscore the importance of parents as allies and resources for career counselors in facilitating youth career development. }, number={2}, journal={JOURNAL OF CAREER DEVELOPMENT}, author={Otto, LB}, year={2000}, pages={111–118} }
 @article{otto_atkinson_1997, title={Parental involvement and adolescent development}, volume={12}, ISSN={["0743-5584"]}, DOI={10.1177/0743554897121005}, abstractNote={ A series of structural equation models was specified to examine whether parental involvement predicts adolescents' development, controlling on family socioeconomic statuses, family composition, mothers 'work status, race, and gender Three measures of adolescent development and two dimensions of parental involvement were entered in the equations. The measures of development were grade point average, a standardized achievement test score, and an indicator of misbehavior The dimensions of parental involvement were connection (three measures) and regulation (fourmeasures). The study was based on data from high school juniors (N = 362) in two county school systems in North Carolina. Analyses consist of descriptive statistics, Cronbach s alpha, and ordinary least-squares (OLS) regression. The findings provided equivocal support for the hypotheses, which was consistent with reports from earlier research, in which results differed depending on the operational definitions of both parental involvement and outcome measures of adolescent development. Directions for further research were outlined. }, number={1}, journal={JOURNAL OF ADOLESCENT RESEARCH}, author={Otto, LB and Atkinson, MP}, year={1997}, month={Jan}, pages={68–89} }