Annual Review of Asian American Psychology, 2015 Lisa Kiang Wake Forest University Charissa S. L. Cheah University of Maryland, Baltimore County Virginia W. Huynh California State University, Northridge Yijie Wang Fordham University Hirokazu Yoshikawa New York University As the seventh in the series, this annual review of research on Asian American psychology focused on the 332 articles that were identified by PsycINFO as being published in 2015 and that met the inclusion criteria established by prior reviews. Consistent with prior annual reviews, these articles were coded for 4 domain themes: study topic, methodology, participant characteristics (i.e., ethnicity), and age range/ developmental period of the sample. In addition to presenting a brief summary of our coding results, we also present a more detailed synthesis and evaluation of empirical work centered around the distinctive status of Asian Americans as members of cultural, immigrant, and minority groups. Trends and patterns in the field and concrete suggestions for future research are discussed throughout the review. A discussion of limitations of our review is also provided. Keywords: review, Asian Americans, research, 2015 Over the last several decades, the study of Asian Americans has exponentially grown in both number and scope. As reported in the inaugural annual review of research on Asian Americans for the Asian American Journal of Psychology (AAJP; Kim, Wong, & Maffini, 2010), there were zero PsycINFO citations using the search term “Asian American” with a publication year before 1970. Our own PsycINFO search of peer-reviewed articles on “Asian Americans” revealed only 45 citations from 1970 –1979 and 180 in the 1980s. Over a fourfold increase was found in the 1990s, with 817 citations from 1990 –1999. Scholarship doubled at the turn of the century with 1,825 citations from 2000 –2009. The number of citations found within the period of 2010 to 2016 (to date, with a search conducted in May, 2016) has already exceeded the prior decade with 2,063 hits. Recognizing the need for a scholarly resource devoted to the study of Asian Americans in the face of such growth in empirical work, the first issue of the AAJP was introduced in 2009. Over its short period of circulation thus far, the scholarly impact of the AAJP has ranged from 1.39 to 1.75, which is comparable to long-established journals such as Cultural Diversity and Ethnic Minority Psychology (CDEMP) and Families, Systems, and Heath. Currently, the AAJP is also ranked 4th of 15 ethnic studies cate- gory journals (Kim, 2016). With such professional repute, the AAJP is well-poised to provide a yearly review of the state of the research on Asian Americans. AAJPs tradition of annual reviews was inspired, in part, by Leong and Okazaki’s (2009) seminal article on the history of Asian American psychology published in CDEMP. Before the more recent upsurge in Asian American research, reviews were conducted about every decade. This practice seemed reasonable because the overall scholarship targeting Asian Americans was still relatively scarce. However, there is now great utility in not only having a venue to disseminate annual reviews, but in also conducting reviews more often due to the sheer amount of work that is being produced. The overarching goal of these annual reviews, as originally described by Kim et al. (2010), is to provide a forum whereby theory and research can be critically summarized, consolidated, and synthesized to guide future research, which is especially crucial as the size of the empirical literature on Asian Americans continually increases. The benefit of such reviews can also be seen in their highlighting of emerging areas, limitations in the field, and opportunities to fill literature gaps and drive new research directions. As members of the steering committee of the Society for Re- search in Child Development Asian Caucus, we welcome the Lisa Kiang, Department of Psychology, Wake Forest University; Cha- rissa S. L. Cheah, Department of Psychology, University of Maryland, Baltimore County; Virginia W. Huynh, Department of Child and Adoles- cent Development, California State University, Northridge; Yijie Wang, Department of Psychology, Fordham University; Hirokazu Yoshikawa, Steinhardt School of Culture, Education, and Human Development, New York University. Charissa S. L. Cheah, Virginia W. Huynh, Yijie Wang, and Hirokazu Yoshikawa participated equally in producing this introduction. Their names are presented in alphabetical order. We thank the hard work of study coders, Marianna Broome, Mat Jones, Megan Kessler and, especially, Richard Davis, III. Correspondence concerning this article should be addressed to Lisa Kiang, Department of Psychology, Wake Forest University, PO Box 7778, Winston-Salem, NC 27109. E-mail: kiangl@wfu.edu THIS ARTICLE HAS BEEN CORRECTED. SEE LAST PAGE This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Asian American Journal of Psychology © 2016 American Psychological Association 2016, Vol. 7, No. 4, 219 –255 1948-1985/16/$12.00 http://dx.doi.org/10.1037/aap0000055 219