Although Asian American men are a heterogeneous group with diverse ethnic and socioeconomic backgrounds, they are frequently depicted in rigid, stereotypical ways that assume few differences exist among them. Guided by social identity theory, the purpose of this study was to examine 158 Asian American male college students' perceptions of people's stereotypes about Asian American men. Based on a discoveryoriented exploratory analysis of participants' open-ended responses, the following categories of perceived stereotypes about Asian American men were identified: (a) interpersonal deficits, (b) intelligence, (c) intense diligence, (d) unflattering physical attributes, (e) physical ability distortions, (f) perpetual foreigner, and (g) sexual/ romantic inadequacies. Next, a latent class cluster analysis was conducted to identify meaningful clusters of participants based on the foregoing categories of perceived stereotypes. The results revealed three clusters of participants; these clusters were labeled Body-Mind Stereotypes, Nerd Stereotypes, and Outsider Stereotypes. Participants in the Outsider Stereotypes cluster reported higher levels of depressive symptoms than those in the other two clusters, whereas those in the Nerd Stereotypes cluster reported the lowest levels of interdependent self-construal. These findings are discussed in terms of practical implications for addressing the deleterious nature of stereotypes about Asian American men.

The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate student facilitators led conversations about race with their peers. The evaluation process is described, including developing collaborative relationships, identifying program goals, selecting measures, and analyzing and presenting results. The authors discuss lessons learned about evaluating an interracial dialogue intervention that did not originally include researchers in the hope that this examination will encourage others to evaluate similar campus interventions. Diálogos sobre Raza es una intervención de grupo interracial en la que estudiantes universitarios moderaron conversaciones sobre raza con sus compañeros. Se describe el proceso de evaluación, incluyendo el desarrollo de relaciones de colaboración, la identificación de objetivos del programa, la selección de medidas, y el análisis y presentación de los resultados. Los autores discuten las lecciones aprendidas sobre la evaluación de una intervención interracial dialogada que en principio no incluyó a investigadores con la esperanza de que este examen animará a otros a evaluar intervenciones similares en sus campus.

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