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The purpose of this paper is to contribute to assertiveness research and assess the differences in assertiveness as it relates to gender, national culture, and ethnicity.

The data for the study are from 231 undergraduate students majoring in business at one of four academic institutions: three in the USA and one in the Republic of Vietnam. Students completed the 30-item Rathus Assertiveness Schedule.

This research suggests that individuals who are alike in level of education and status demonstrate similar levels of assertiveness, regardless of gender, national culture, or ethnicity. However, differences were seen as the data show white American males to be the most assertive, with African American females next. White females ranked third, followed by Vietnamese females, concluding with Vietnamese males.

Although the sample size is small, the intent of this research was never to have the subjects represent the general population in terms of the variables used. Instead, the authors attempted to control for gender, culture, and ethnicity variables by using a sample of college students who were similar in relation to education and social status. Future research could more fully research the findings from this study which suggest that African American women are more assertive than all other groups with the exception of white males.

This study also gives credence to the suggestion that the global manager, in order to become more effective, needs to fully understand employee differences as represented by gender, national culture, and ethnicity.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study measures the effect of each of the five senses on arousal, satisfaction and intention to revisit a live racing event. Spectators' arousal was significantly influenced by sights, sounds and smells. Spectators' sense of smell, taste, and touch directly impacted satisfaction. Interestingly, olfactory stimuli had an effect on both arousal and satisfaction. Spectators' arousal had a significant indirect effect on their revisit intention. The study proposes that motorsports marketers make use of olfactory stimuli to provide racing spectators with memorable experiences.

As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.

There has been a substantial increase in the number of successful African Americans. However, many students, especially African American males, continue to encounter numerous academic obstacles. This chapter focuses on the factors (e.g., social, academic, personal, and familial) that African American males often have to navigate throughout their PreK-12 schooling. Hindrances, such as poverty, lack of academic readiness, poor school experiences, teacher quality, and peer influences, often negatively impact the academic progress of these students and their access to higher level or gifted instruction. In this chapter, the authors discuss strategies that best counter these factors and support and supplement gifted black boys’ educational experiences. Additionally, educational practice and policy recommendations are provided.

Access to higher education for Black men has increased since the 1980s, yet they are not enrolling or graduating from institutions of higher education (IHE) at a rate comparable to that of their female counterparts. Black males represent a mere 36 percent of the Black college student population in all IHEs and only 32 percent in historically Black colleges and universities. Research shows that the problems on many college campuses can be linked to the status and perceptions of Black men in society as a whole, lack of financial assistance, inadequate learning and supportive environments, and insufficient culturally appealing venues for student engagement. This chapter will delineate the salient factors that affect the success of Black men in higher education and will offer strategies that IHEs can use to increase the success of their Black male students.