Racialised minorities continue to experience systemic disadvantages, much of which stem from the enduring legacy of colonisation. Efforts to decolonise Eurocentric systems have largely fallen short as social inequalities and injustice persist. This scoping review explored Black racialised minority perspectives on decolonising psychology, identifying systemic barriers, and proposing strategies for more equitable academic environments. A scoping review was conducted including 18 articles. The sources examine racialised minority experiences within psychological disciplines. To preserve the nuance and complexity of the data, this review employed a reflexive thematic analysis approach. The review found systematic issues such as exclusion, underrepresentation, stereotyping, and deprivation. These issues resulted in Black racialised minority students adjusting their personhood to belong, creating a ‘stifled self’. Four themes were identified: (1) Curriculum as a Site of Power; (2) Barriers to Decolonial Practice in Psychology; (3) Recognising Racism as Shaping Racialised Experiences of Failure and Belonging; and (4) Proposed Decolonial Strategies. The study suggests that decolonisation efforts in the field have gained momentum but remain largely superficial and resistant to deeper change. For decolonisation to be effective, institutions must enact structural changes, embrace diversity, and create inclusive frameworks that centre racialised minorities as key contributors.
Irabor et al. (Tue,) studied this question.