Postcolonialism, persisting colonial mentalities and perceptions in higher education institutions in Kenya and Malta

Abstract

This paper examines the persistence of colonial mentalities and their influence on higher education (HE) perceptions in the two distinctive postcolonial contexts of Kenya and Malta. Adopting a quantitative approach in the spirit of epistemic disobedience and emancipation, the research employs a modified version of the pre-validated Colonial Mentality Scale to assess four dimensions, namely, Within-Group Discrimination, Physical Characteristics, Colonial Debt, and Internalised Cultural Shame and Inferiority. Attitudes toward international study and perceptions of foreign HE were also included in the study. Drawing on data from 161 participants across two institutions, the analysis revealed that colonial indebtedness tends to remain the most pronounced psychosocial legacy of British colonialism, particularly among Kenyan students. Regression analyses further showed that Colonial Debt significantly predicts greater willingness to study or work abroad and more favourable perceptions of foreign HE institutions. Meanwhile, Internalised Cultural Shame and Inferiority were low, suggesting complex, non-binary relationships with colonial pasts. Nevertheless, these findings underscore the ongoing influence of colonial legacies in shaping educational aspirations and perceptions in former colonies across African and Mediterranean contexts.