RISE Lab Director

Katherine Picho-Kiroga, PhD.

Photo of Katherine Picho-Kiroga, PhD.
Dr. Katherine Picho-Kiroga, RISE Lab Director

Dr. Katherine Picho is an Assistant Professor of Educational Psychology in the Department of Human Development and Psycho-Educational Studies at Howard University. She has a Ph.D. in Educational Psychology from the University of Connecticut and over a decade of experience in quantitative research methods and statistical analysis. Her areas of statistical expertise include psychometrics, structural equation modeling and big data techniques such as propensity score analysis, multi-level, growth/ longitudinal and mixture modeling.

Katherine spearheads research on Social Identity Threat in relation to women and people of color in Science Technology Engineering and Mathematics (STEM). Within this line of research, Dr. Picho has conducted cross-cultural research examining stereotype threat in under-studied populations such as adolescents in non-Western cultural contexts. and intervention research to attenuate social identity threat.

Ever seeking to expand boundaries of stereotype threat research, under Dr. Picho’s leadership, RISE is expanding its intervention research to include analyses of physiological correlates of stereotype threat, and the use of biofeedback to counteract social identity threat at the physiological level where it matters the most.

Publications: Peer-reviewed Journal Articles

Note. Asterisks denote collaboration with graduate student (advisee or protégé)

In press / In review

  • Quinlan, C., Picho, K. & Burke, J. (in press). Creating an Instrument to Measure Social and Cultural Self-Efficacy Indicators for Persistence of HBCU Undergraduates in STEM. Research in Science Education.
  • Picho, K. (in-review). Different strokes for different folks? Stereotype threat effects on mathematics performance differ by level of susceptibility to threat. Social Science Research.
  • Picho, K. (in-review). Black Men Matter Too! Examining stereotype threat and the moderating role of ethnic stigma consciousness in an HBCU. Cultural Diversity and Ethnic Minority Psychology
  • Picho, K., & Grimm, L. A. (in-review). Cultural regulatory focus moderates stereotype threat in African contexts. Basic and Applied Social Psychology.


  • Picho, K., & Turnbull*, A. (2021). The misspecification of stereotype threat theory in empirical research: Consequences and remedies. Journal of Advanced Academics.


  • Picho, K., Rojas, C. T., & Caicedo, A. M. (2020). Exploring latent profiles of stereotype threat susceptibility in U.S. and Colombian students. Electronic Journal of Research in Educational Psychology.


  • Picho, K., & Schmader, T. (2018). When do gender stereotypes impair math performance? A study of stereotype threat among Ugandan adolescents. Sex Roles, doi:10.10007/s11199-017-0780-9


  • Ratcliffe, T., McBee, E., Picho, K., Schuwirth, L., Leppink, J., van der Vleuten, C., & Durning, S. J. (2017). Exploring Implications of Context Specificity and Cognitive Load in Intermediates. Meded Publish. doi: https://doi.org/10.15694/mep.2017.000048
  • Torre, D., Daley, B., Picho, K. & Durning, S. (2017). Group Concept Mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students. Medical Teacher, 1-6. http://dx.doi.org/10.1080/0142159X.2017.1342030
  • Maggio, L., Artino, A., Picho, K., & Driessen, E. (2017). Are you sure you want to do that? Fostering the responsible conduct of medical education research. Academic Medicine. doi:10.1097/ACM.0000000000001805


  • Torre, D., & Picho, K. (2016). Threats to internal and external validity in Health Professions Education Research. Academic Medicine: Journal of the Association of American Medical Colleges, 91(12), e21. doi:10.1097/ACM.0000000000001446
  • Picho, K., Maggio, L., & Artino, A. R. (2016). Science: The slow march of accumulating evidence. Perspectives on Medical Education. doi: 10.1007/s40037-016-0305-1
  • Picho, K., & Artino, A. R. (2016). 7 deadly sins in educational research. Journal of Graduate Medical Education. http://dx.doi.org/10.4300/JGME-D-16-00332.1
  • Picho, K. (2016). The psychosocial experience of high school females susceptible to stereotype threat. Journal of Educational Research http://dx.doi.org/10.1080/00220671.2015.1010192
  • Martin, K. S., Colantonio, A. G., Picho, K., Boyle, K. E. (2016) Self-Efficacy is associated with increased food security in novel food pantry. Journal of Social Science and Medicine-Population Health, 2, 62-67


  • McCoach, D. B., Newton, S. D., Siegle, D., Baslanti, U, & Picho, K. (2015). Is Having Low Motivation the Same as Not Having High Motivation? Comparing the CSAS-R and the SAAS-R. High Ability Studies
  • Picho, K., Gilliland, W., Artino, A. R., DeZee, K., McManigle, J. E, Dong, T., Cruess, D. F., & Durning, S. J. (2015). Assessing curriculum effectiveness: A survey of Uniformed Services University medical school graduates. Military Medicine 180(4), 113-128
  • Durning, S.J., Dong, T., LaRochelle, J. L., Artino, A.R., Gilliland, W., DeZee, K. J., Saguil, A., Cruess, D. J., Picho, K., & McManigle, J. E. (2015). The Long-term career outcome study: Lessons learned and implications for educational practice. Military Medicine 180(4), 164-170
  • McBee, E., Ratcliffe, T., Goldszmidt, M., Schuwirth, L., Picho, K., Artino, A., Masel, J., & Durning, S. J. (2015). Clinical reasoning tasks and resident physicians: what do they reason about? Academic Medicine doi: 10.1097/ACM.0000000000001024
  • McBee, E., Ratcliffe, T., Picho, K., Schuwirth, L., Artino, A., Yepes-Rios, M., Masel, J., van der Vleuten, C., & Durning, S. J. (2015). Consequences of contextual factors on clinical reasoning in resident physicians. Advances in Health Sciences Education DOI i10.1007/s10459-015-9597-x


  • Picho, K., Rodriguez, A., & Finnie, L. (2013). Exploring the moderating role of context on the mathematics performance of females under stereotype threat: A meta-analysis. Journal of Social Psychology, 153(3), 299-333
  • Coman, N. C., Picho, K., McArdle, J. J., Villagra, V., Dierker, L., & Iordarche, E. (2013). The paired t-test as a simple latent change score model. Frontiers in Quantitative Measurement and Psychology. doi: 10.3389/fpsyg.2013.00738
  • Hutchins-Wiese, H. L, Picho, K., Watkins, B. A., Yong, L., Tannenbaum, S., Claffey, K., & Kenny, A. M. (2013). High dose eicosapentaenoic acid and docosahexaenoic acid supplementation reduces bone resorption in postmenopausal breast cancer survivors on aromatase inhibitors: a pilot study. Nutrition and Cancer, 1-9 doi: 10.1080/01635581.2014.847964


  • Picho, K., & Brown, S. W. (2012). Can stereotype threat be measured? A validation of the Social Identities and Attitudes Scale (SIAS). Journal of Advanced Academics, 22 (3), 374 – 411
  • Picho, K. & Stephens, J. M. (2012). Culture, context and stereotype threat: A comparative analysis of young Ugandan women in single-sex and coed schools. Journal of Educational Research. 105, 52-63
  • Picho, K., Katrichis, J. M., & McCoach, D. B. (2010). Developing and validating the Females in Mathematics Scale, FIMS. International Journal of Educational and Psychological Assessment, 5, 77-100