Education researchers have extensively documented young children’s capacity to exhibit “bias” in relation to disability or race. By and large, data generation has focused on children’s awareness and attitudes about disability or race, rather than how interactions and structures construct and reinforce them. Bridging disability critical race theory (DisCrit) and sociocultural perspectives, this essay proposes the need for intersectional, multiplane qualitative data generation in studying young children’s disability and race conceptualizations to account for the ways intersecting, oppressive ideologies are perpetuated in young children’s worlds. In this essay, I briefly describe and critique extant data generation practices, concluding with possibilities for future investigations.

教育研究人员广泛记录了幼儿表现出与残疾或种族有关的“偏见”的能力。总体而言，数据生成的重点是儿童对残疾或种族的意识和态度，而不是相互作用和结构如何构建和加强他们。结合残疾关键种族理论（DisCrit）和社会文化观点，本文提出在研究幼儿的残疾和种族概念化过程中需要交叉，多平面的定性数据生成，以说明在幼儿世界中相交的压迫性意识形态得以延续的方式。在本文中，我将简要描述和批判现有的数据生成实践，并为将来的研究提供可能。