Race-related data are not routinely collected as part of the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be used to inform provision of supports for students and educators. Therefore, the goal of our exploratory study was to gather an understanding of teacher perceptions regarding the assessment of items on the EDI in the context of children’s race, gender, and family status and teacher positionality. We conducted a series of four focus groups with educators (kindergarten teachers and designated early childhood educators) from a school board in Ontario, Canada. The major themes identified were: (1) intersections of social identity; (2) systemic biases and preconceived expectations; (3) educator reflections on feelings, attitudes, and circumstances; (4) teacher-child-family relationships; and (5) teacher training, education, and administrative resources. Our findings suggest that educators’ assessment may be influenced and informed by their perception of their own and their students’ identity. Potential of a bias might be reduced by adequate training and education.

作为加拿大幼儿园教师报告的早期发展工具 （EDI） 数据收集的一部分，与种族相关的数据并未定期收集，即使它们可用于为学生和教育工作者提供支持。因此，我们探索性研究的目标是在儿童的种族、性别、家庭地位和教师职位的背景下，收集教师对 EDI 项目评估的看法的理解。我们与来自加拿大安大略省学校董事会的教育工作者（幼儿园教师和指定的幼儿教育工作者）进行了四个系列焦点小组讨论。确定的主要主题是：（1） 社会身份的交叉点;（2） 系统性偏见和先入为主的期望;（3） 教育者对感受、态度和环境的反思;（4） 师-子-家庭关系;（5） 教师培训、教育和行政资源。我们的研究结果表明，教育工作者的评估可能会受到他们对自己和学生身份的看法的影响和信息。通过适当的培训和教育，可以减少潜在的偏倚。