Differences in psychological maladjustment among foreign-born Asian-, U.S.-born Asian-and White-American college students were examined, after controlling for variables that have been confounded with ethnicity (i.e., demographics, response set, and personality style) in previous studies. Psychological maladjustment was measured in terms of both intrapersonal and interpersonal distress. Results indicated that foreign-born Asian-American students differed from White-American students on levels of social desirability, other-directedness, and extraversion. However, even after controlling for differences on these variables, greater levels of intrapersonal and interpersonal distress were found for foreign-born Asian-American students. The findings suggest (a) that for Asian-Americans there are ethnic differences in psychological maladjustment that covary with generation level, and (b) that these differences cannot be solely attributed to cultural variations in response or personality styles. Implications for counseling with Asian-American students are discussed.Asian-Americans are often perceived as a "model minority" (D. W.

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This study describes a conceptual tool, labeled the "culture cube," developed to identify and articulate the cultural underpinnings of prevention and early intervention projects in five priority populations (i.e., African American, Asian Pacific Islander, Latino, Native American, and Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning), participating in the California Reducing Disparities Project Phase 2 (CRDP Phase 2). The culture cube was developed for evaluation of these practice-based evidence services (PBEs) for three purposes: (a) to focus attention on revealing and articulating more fully the operative worldview and culturally grounded frameworks underlying PBEs, explicitly identifying the links between cultural beliefs and values, community needs, and intervention design; (b) to guide the methods used to assess and evaluate PBEs so that the outcome indicators and process measures are conceptually consistent, community defined, and culturally centered; and (c) to invite communities to use their own indigenous epistemological frameworks to establish credible evidence. After reviewing the literature in this area and describing the theoretical framework for the culture cube, we describe its development, application, and the response to its use in the initial stages of the California Reducing Disparities Project-Phase 2.