Joseph had great speed and athleticism, and football was a big part of his identity. As he learned more about the game, people started mentioning how far he could go in this sport.
“Early on, I was told by my coaches, teammates and even some of my parents that I could play soccer at a professional level. Then the dream and reality of focusing on soccer began,” Joseph said. .
Football became a priority, and the term “student-athlete” took on a different meaning than their white teammates. His first high school was a sports-focused school attended primarily by non-white students. When it came to academics, Joseph’s coaches never prioritized his grades as they focused on the steps he needed to take to play at the professional level.
“When I was struggling in my first high school, the focus was still on soccer with the coaches,” he said. “Early on, my coaches asked me how school was going, but they never checked in on my grades. This meant that on my path to becoming a professional athlete, I had to set myself up for academic success. I’ve come to believe that we don’t have to push ourselves. I believe that coaches should do everything they can to help their players win on and off the field.”
Looking back, Joseph realized that he did not reach his full potential in his high school classes. He was content to get by rather than strive to excel in his studies. He did not push himself as much during his studies as on the field. Because he was a black student-athlete, no one within the school felt the need to focus more on his academics.
“My first high school instructor was a white woman who was very good at stereotyping black athletes,” Joseph said. “She said to me, ‘You’re not smart enough to go to college.’ Maybe she thought I was just a black kid with a dream. But when a white student… When they needed advice, she showed them which classes to take to get into a particular college. And if this student was struggling, the school would find a way to keep them in the classes they needed. Sho.”
He ends up transferring to another high school to receive his diploma. He credits the inclusive culture of the school’s faculty and administrative staff.
“The second high school I attended had a predominantly white student body, but I never felt discriminated against. I felt supported from day one.”