Question #1: I plan to begin law school in August 2025. I applied to the following schools: Villanova University Charles Widger School of Law, Drexel University Thomas R. Kline School of Law, Temple University Beasley School of Law, University of Pennsylvania Carey Law School, Georgetown Law, The George Washington University Law School, Howard University School of Law, American University Washington College of Law, Catholic University of America Columbus School of Law, Rutgers Law School (Newark), and Rutgers Law School (Camden). I paid my seat deposits to attend Villanova University Charles Widger School of Law in August 2025. Question #2: One of my short-term goals is to have a strong first year in law school. As a first-generation law student in my family, I want to be a trailblazer for others who may be the first to attend law school in their family. I am frequently warned about the academic rigor of law school, particularly in the first year. However, I am eager to demonstrate my resilience and take advantage of pro bono opportunities while pursuing my law degree. My primary long-term career goal is to have a productive career in public service. I do not view success as exclusive to myself. Instead, success is collective. I feel a greater sense of gratification when I help others succeed. In my career, I strive to inspire others who look like me to pursue influential leadership positions where they can make positive contributions to our society. I want to be an effective mentor to share resources with our leaders of tomorrow. Question #3: I pursue learning and intellectual growth outside of formal education in a variety of ways. Most notably, I had the honor of serving as the first Black Student Body President in Villanova University’s history this past year. Being successful required a willingness to learn from administrators, peers, and alumni. This pursuit of learning reaffirmed my goal of pursuing a law degree and a career in public service. Being Student Body President gave me the opportunity to have a positive impact on a large scale. Certain initiatives I led, like assisting with the implementation of a polling place on campus for Election Day, required learning from Villanova’s General Counsel. In the future, I hope to blend my leadership skills and legal education to become a catalyst for change in society. Question #4: I stood up for what was right despite facing opposition during my senior year of high school. Being selected to serve as a House Prefect was one of the most prestigious honors at my high school, Germantown Academy (GA). For my first three years at GA, the Prefect group was always diverse. When the Prefects were selected my senior year, I was discouraged that I was not selected. I soon learned, however, that out of all fourteen Prefects selected, there was no racial diversity. I was disappointed in the House Heads when this issue arose. My class had sixteen Black students, which was the most ever in a class at GA. We were all highly qualified students with the leadership skills necessary to serve as Prefects. I navigated this dilemma by expressing concern about the lack of diversity and discussing solutions with my friends, parents, and school administration. Ultimately, the Prefect group was expanded, and I was selected, along with other Black students. I learned that inequities can be solved by being equitable. Courage and integrity are required to stand up for what is right and be a voice for those who feel voiceless. Question #5: If I had the resources to create a philanthropic initiative, I would start a professional development and financial literacy program for young Black boys and girls. This initiative involves some of the services I provided as a Co-Director of “Leaders of Tomorrow,” a youth nonprofit in Philadelphia. In my undergraduate studies, I conducted extensive research about the financial disparities of the past that continue to put Black people in America at a disadvantage. These disparities have perpetuated cycles of generational poverty, food insecurity, and housing challenges. The professional development component of the program would help Black boys and girls explore career paths, matching the students with internships and job opportunities each summer. The financial literacy aspect would involve the students being taught about how to spend, budget, save, and invest the money they receive for their work positions. This program would help develop Black students to become more qualified job candidates and mitigate the lack of financial literacy prevalent in some Black communities.