Rural students in Alaska need only go back a generation to hear horror stories of mistreatment and disrespect at the hands of teachers sent to villages intent on banishing Native languages and disrespecting Native culture. So it's no surprise that in some communities, there is distrust between families and educators that studies have shown contribute to high dropout rates and a revolving door of teachers from out of state who stay only a year or two before moving on.
Alaskans know our state isn't for everybody. The long winters, geographical isolation, as well as the challenge of integrating into a tightly knit community make it difficult for new teachers. Even those who face those challenges must then find ways to teach subjects that are outside their own areas of expertise. It's a frustrating equation for everyone involved.
Educators in Alaska have long lamented the lack of homegrown teachers in the state. There are so few people working in the rural schools who are actually from those communities, let alone the state of Alaska. But Alaska's state university is hoping to change that. This week, the University of Alaska unveiled a program in line with its successful engineering and nursing programs aimed at increasing the number of teachers raised, trained and working in the state. Its goal is lofty -- graduate 50 percent more teachers in the next 10 years.
Few would argue that local teachers would do a better job at teaching in their communities -- if only because they would likely slow the revolving door a bit and perhaps provide some support for those who do come in from Outside. Chances are, however, that the benefits would be significantly more far-reaching. Alaskans understand Alaskans, especially in rural communities where cultural norms are challenging for outsiders to understand.
But while most would readily accept that increasing the number of locally grown teachers is a good idea, finding funding to back that up may be more challenging. Unlike the university's programs supporting nursing and engineering, there is no private industry with an obvious financial stake in seeing more trained local teachers entering the workforce. With teachers, it's the public good that is at stake. But it is also the public who will be asked to pick up the bill for any enhanced programs. Given the fiscal situation in Alaska right now, that kind of foresight may be a challenge to obtain.
But if Alaskans took a moment to think about the ramifications of improving their rural education system from the roots up, they might see any increased expenses as a small price to pay. Graduating from high school improves young people's chances of getting a job that will support them and later, their family.
Young Alaskans who leave the public school system with a sense that they are capable students with the capacity to learn will be more likely to continue their education, whether in vocational trades or higher education. Those individuals will depend less on state-funded social programs, contribute more to their communities, and -- bottom line, cost the state a lot less than those who struggle in their public education systems.
Take as an example Pearl Brower, this week honored by the Alaska Journal of Commerce's Top 40 under 40. Brower hails from Barrow, and her ties to the community undoubtedly contributed to her quick rise to president of the Ilisagvik College at the age of 34. Those who work with her say she is a role model for young people in the area, and her passion for her community and for education is obvious.
Surely, increasing the number of education professionals from Alaska is part of the answer, and the university should include some money in its plans to help educate Alaskans about the long-term financial benefit of investing in the state's education system.
But healing Alaska's rural education system will take buy-in from the communities, too. Those rural community schools in Alaska that are doing well all cite a lot of community participation. Adults come in to work in the classrooms, share their knowledge and help the teachers and administrators.
Youth learn that their school values their elders and that their parents and relatives, in turn, value education. That equation is the one that is likely to have a greatest impression on the youth of our state.
Carey Restino is editor of the Arctic Sounder and Bristol Bay Times/Dutch Harbor Fisherman, where this commentary first appeared.
The views expressed here are the writer's own and are not necessarily endorsed by Alaska Dispatch News, which welcomes a broad range of viewpoints. To submit a piece for consideration, email commentary(at)alaskadispatch.com.