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When Celestina Castillo filled out the ethnicity forms at her children鈥檚 school, she鈥檇 always check Latino and Native American. After all, the family is proud of both its heritages.

But because of a loophole in the state鈥檚 data collection system, checking Latino or Hispanic meant that her children鈥檚 Native American identity was not counted at all, and they would not receive the extra services they鈥檙e entitled to. When Castillo learned of this, she stopped checking the Latino box altogether

According to the arcane way California counts its 5.8 million students, students who say they are Hispanic and Native American get counted as solely Hispanic. Native American students who also identify as another race, such as Black, white or Asian, are counted as 鈥渢wo or more races,鈥� not Native American.

The problem affects all multiracial students, but it鈥檚 especially pronounced among Native Americans because the majority are multiracial. It鈥檚 resulted in an undercount of Native American students by as much as 90%, advocates said.

鈥淚f someone is Black, or Asian, or white, they鈥檙e counted that way,鈥� said Castillo, a director of a college learning center who lives in Los Angeles. 鈥淲hy does it not count if someone is Native American? That鈥檚 not OK. It feels like erasure.鈥�

More services, fewer stereotypes

Last year California schools said they had 24,822 Native American students, but the actual number may be as high as 156,000, according to an Assembly report on a new measure, , that seeks to fix the problem. If those students were identified, they鈥檇 be entitled to cultural services and other programs that could help them succeed in school.

A more accurate count could also change the public perception of Native Americans generally, according to Assemblymember James Ramos, the San Bernardino Democrat who authored the bill. Instead of being thought of as rare or even extinct, the public could see that Native Americans are everywhere, Ramos said.

鈥淲e鈥檒l start to see the true picture of Native Americans in California,鈥� said Ramos, a member of the Serrano/Cahuilla tribe. 鈥淣ative American students should be able to stand up in the classroom and say who they are and be proud of it.鈥�

Changes in the U.S. Census

There鈥檚 a long history of the government marginalizing Native Americans in California, particularly in schools. In the late 19th and 20th centuries, not long after , the federal government forced thousands of Native American children in California into , where they were forced to speak English and abandon their cultures.

Things started to change in 1970 when the U.S. Census Bureau started improving the way it counted Native Americans. Now, Native Americans can write in their tribal affiliation or list themselves as multiracial, and still be counted as Native American. Although Native Americans are more than any other ethnic group, the census changes resulted in a tenfold increase in the official number of Native Americans in the U.S. In 1960, Native Americans only made up .3% of the population. In 2020 they were almost 3%.

The improved census data also revealed that California has more Native Americans than any other state. More than 760,000 people in California identify as Native American, with most living in urban areas like Los Angeles.

Ramos鈥� bill would allow Native American students to write in the name of their tribe on school forms and identify as Native American plus another race, if applicable. The hope is to give a more comprehensive, more nuanced view of California鈥檚 Native American student population, allowing them to get extra services regardless of their biracial identity. So far, the bill has no opposition.

鈥榃e鈥檙e in the modern world, too鈥�

Shannon Rivers, who works on education issues for the Los Angeles-based California Native Vote Project, said an accurate count of Native Americans is essential to dispel stereotypes and bring public awareness to issues affecting Native American communities.

鈥淚n the eyes of many Americans, there鈥檚 still this image of Native American people from the past, from the 1800s,鈥� said Rivers, who is a member of the Akimel O始odham tribe in Arizona. 鈥淭hat history is important, but we鈥檙e in the modern world, too. We鈥檙e doctors, lawyers, scientists, artists, educators.鈥�

He鈥檚 hopeful that Ramos鈥� bill will improve conditions generally for Native American students in California schools. With more accurate student counts, schools could get more to provide extra services, such as tutoring, to Native American children. More schools could host events and curriculum centered on Native American history and culture.

When Ramos was growing up in San Bernardino, he remembers staring at the ethnicity form at school and not knowing what bubble to fill. His mother was Native American but she was labeled 鈥渨hite鈥� on her birth certificate. His father, also Native American, was labeled 鈥淗ispanic.鈥�

鈥淲ere we white or Latino? I didn鈥檛 know. We had to accept whatever the school told us we were,鈥� Ramos said. 鈥淚鈥檇 go home and ask, 鈥楢re we Caucasian?鈥� That started a whole other conversation. It was confusing.鈥�

Castillo, a descendent of the Tohono O’odham tribe in Arizona and Sonora, Mexico, said that as a child, she thought everyone was Native American. But when she started school she realized that very few people identified as she did, and worse, it was stigmatized.

Years later, she saw her own children singled out as oddities. One day her son, who had long hair, was dressed for a Native American dance and another child pointed and said, 鈥淟ook, mom, it鈥檚 an Indian!鈥�

鈥淢y son felt like a dinosaur or a unicorn, like we didn鈥檛 exist,鈥� Castillo said.

By leaving the ethnicity question blank on school forms, Castillo knew it meant her children would not receive extra services they鈥檙e entitled to, either at the charter school they attend or through Los Angeles Unified.

鈥淭hat angered me,鈥� Castillo said. 鈥淚鈥檓 hoping that this bill will help make Native students visible to local and state education policy makers.鈥�

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