There are fewer than 50,000 Black male teachers out of nearly 4 million teachers across public schools in the United States. There’s even less representation in special education programs, where Black elementary male children are overrepresented.
Against this backdrop, Joseph Simmons Jr.’s story stands out. His doctorate in special education is beyond one student's achievement — it carries the weight of history as he is the first Black male to earn a Ph.D in special education at UNLV.
“I never saw myself with a Ph.D. after my undergraduate degree, not because I thought I wasn’t capable. I just never saw it.”
Simmons’ story is rooted in purpose and commitment, shaped by the institutions and experiences that molded his outlook on education. Above all, it holds the promise of what is possible when students work with teachers who not only look like them but also share their communities and experiences.
Making a Personal Connection
In 2012, after Simmons graduated from Lincoln University of Missouri, a historically Black university, he moved to Nevada. He earned a master’s degree in education leadership at the University of Nevada, Reno (UNR), and became a support staff member at the Washoe County School District.
Once he earned his teaching license, he moved from a resource classroom to a classroom of his own. “That’s where I really fell in love with teaching. I loved the process, the consistency, and the individualized teaching experiences," Simmons said.
Right before the COVID-19 lockdown, he and his wife relocated to Las Vegas for a career opportunity for her at the College of Southern Nevada. With a strong referral from his UNR faculty, he applied to UNLV and began the five-year journey to earn his doctorate in special education.
“I have family members with special needs, and I knew that if I could have half the impact that my parents and coaches had on me, I could help some students,” he shared.
However, in a Ph.D. program with few men — and even fewer men of color — Simmons had to persevere. To his knowledge, no males of color had previously completed the doctoral program in special education. His determination and resilience carried him through to the end, and his commitment did not go unnoticed by those who worked with him.
Committing to Lead
“Simmons is one of the most goal-oriented people I have ever met,” shared Joseph Morgan, his graduate advisor and chair of the Department of Early Childhood, Multilingual, and Special Education.
When Simmons started the program, no Black males were on the faculty — no one who looked like him, shared his experiences, or led research in his field. This absence didn’t deter him.
“Simmons saw himself as a leader in the field and was committed to it. He was willing to do the thinking required of a doctoral graduate and knew when to ask for help,” Morgan added.
Simmons embraced opportunities to have his ideas reviewed and challenged. He knew how to make feedback work for him, and in the end, his hard work and openness paid off.
Emphasizing the Why
Simmons specialized in emotional behavioral disorders, such as anxiety, depression, oppositional defiance, and impulse control disorder — all conditions that young Black boys are twice as likely to be diagnosed with.
At the heart of his academic journey was his dissertation in a new field of research: student aspirations. According to Simmons, aspirations are forward-thinking states of being, such as becoming a successful business owner. Goals, then, are milestones along the way to an aspiration like completing high school, developing a business plan, or finding a mentor.
In special education, it is common to focus on managing the expectations of students with disabilities. Simmons doesn’t want to manage expectations. He wants to discover their aspirations and then set goals that will propel them in the right direction.
“We have to treat every kid like they are the exception and give them the space to dream,” he stated.
This philosophy connects directly to his classroom practice — helping students see beyond their current circumstances and building the belief that they can achieve their biggest goals.
Reframing Challenges
When he was teaching, his colleagues often sent Black and brown students with disciplinary issues to him, thinking that, as a Black man, students would react more favorably to his corrections. While he was happy to serve as a role model, he encouraged his colleagues to see him as more than a disciplinarian to students of color. More importantly, he pushed fellow teachers to have students define their aspirations and set goals. Then, they could shape behavioral modification around those aspirations.
That same philosophy continues to guide him today as he steps into new roles in education.
Looking at the Future
For Joseph Simmons Jr., the Ph.D. is a goal achieved toward an aspiration of a career in higher education. He’s on his way, balancing two meaningful roles as a part-time instructor at UNLV and a CCSD teacher at Findlay Middle School.
“I am excited to get back into the classroom. It is an opportunity to see everything firsthand, connect with the students, and make an impact.”
His mentor agrees. “Joseph is going to serve as a visionary leader in whatever role he decides to take," Morgan said.
