Under current reporting practices, students who identify as Native American and also as another race — such as Black, white or Asian — are typically placed in a “two or more races” category rather than being counted as Native American. That means many students with Native ancestry may not appear in official Native American student counts.

The result, advocates say, can make Native students less visible in education data and limit the ability of schools, districts and policymakers to understand their needs. For families and communities, the practice can feel like an erasure of Native identity.

The issue has statewide implications, including for Southern California and Inland Empire school districts, where student populations are often racially and culturally diverse. If Native students are not accurately reflected in enrollment data, it can affect how their academic outcomes and support needs are measured.

The concern underscores a broader challenge in education reporting: how to recognize multiracial students without obscuring the identities and communities they belong to.

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Some ideas discussed included hiring more Native American teachers, highlighting accurate examples of Native American culture in history curriculum, and working with local tribes to develop sensitive and informed teaching practices.

Butch Murphy, a member of the Pechanga Tribal Council, near Temecula, raised the importance of not just teaching tribal history, but also who these communities are today.

Also present was a representative from the Cahuilla Indian Reservation east of Temecula, and three state assembly members including, James Ramos of Highland, the first California Indian elected to the assembly, Jose Medina of Riverside, whose bill to make ethnic studies a high school graduation requirement was recently signed into law, and Sabrina Cervantes of Corona.

The teacher involved in the incident is still on leave, while the district continues an investigation.

KVCR | Contributed

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