Multidisciplinary teams (MDTs), such as student study teams, are mandated to (a) support students' educational functioning through systematic group problem solving and intervention and (b) offer protection against bias to students who may be referred for special education assessment. Given the proportional overrepresentation of African American students who receive special education services, however, there are concerns about the actual objectivity and fairness of the MDT process. This study is a microethnographic investigation of how the social process and context of MDTs in two rural, southern elementary schools inhibited the teams' thorough and unbiased discussion of some African American students' psychoeducational functioning. Although ethnic bias was not documented, four themes related to the social context of the team and bias in the problem-solving process were identified.
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