Question 1: I plan to take a gap year before applying to and attending law school, so I expect to start in Fall 2026. When I commit to a school, I will likely specialize in IP law or a related field within entertainment law. ---------------------------------------------------------------------------------------------------------------------------------- Question 2: Outside my formal education, I pursue learning and intellectual growth through my personal interests, particularly media consumption. My love for reading literature and watching movies has been redirected into expanding my knowledge of legal and social issues knowledge. When I visit bookstores or browse online, I seek out books in these study areas and choose subjects that I am passionate about. Whether it’s exploring the media’s impact on black women or understanding the intricacies of the entertainment industry, engaging with these topics through my hobbies allows me to digest complex information in a more accessible manner. This approach has shaped my legal aspirations by deepening my understanding of the societal and legal challenges that intersect with my interests, ultimately guiding my desire to create meaningful change in these areas. ---------------------------------------------------------------------------------------------------------------------------------- Question 3: I vividly recall a moment during a high school Socratic seminar on Affirmative Action, a topic that sparked intense debate. One particularly outspoken classmate, a person of color himself, asserted a deeply misguided view: "All the black kids get in because they're good at sports, and all the Asian kids because they're smart. White kids won't get in because they're neither." His words struck me with a mix of anger and disbelief. Not only did he undermine the intelligence and merit of black students, but he also painted a skewed picture of a system designed to promote diversity and inclusion. In that predominantly white, affluent Texas classroom, my urge to challenge this misconception was met with indifference. I wanted to interject, to explain that Affirmative Action wasn't about handouts or quotas but about leveling the playing field for minorities who historically faced barriers to education and opportunity. It was about representation and creating pathways that benefit all of society, including those who often perpetuate the status quo. Reflecting on that moment now, I realize it was a pivotal lesson in standing firm on principles despite opposition. As a young black woman, I understood then, as I do now, the importance of being armed with facts and prepared to articulate them clearly. It was a reminder that in the face of ignorance and resistance, advocating for fairness and justice requires courage and conviction. That experience taught me to navigate such challenges with resilience and to never shy away from speaking up for what is right, even when the voices against you are loud. ---------------------------------------------------------------------------------------------------------------------------------- Question 4: If I had the resources, I would create a philanthropic initiative to support access to higher education. Specifically, I would provide essential dorm items to graduating high school seniors from low to middle-income backgrounds. My goal is to alleviate these families' financial burdens when preparing their children for college, ensuring a smooth transition into campus life. I aim to empower students by equipping them with the necessary tools for a comfortable and productive college experience. I aim to create a supportive environment conducive to academic success and personal growth by supplying items like bedding, kitchenware, and study materials. This initiative targets communities near college campuses with significant populations from disadvantaged backgrounds, aiming to make a tangible impact on students' lives during this critical transition period. My passion for this cause stems from the belief that every student deserves an equal opportunity to succeed from day one on campus. By providing these essentials, we can help students focus on their studies and personal development without the burden of financial stress, setting them up for a successful college journey and beyond.

If I were allowed to help my community, I would give back not only to the community I grew up in but also to the community I grew into. Throughout my matriculation at my HBCU of Spelman College, I have seen the success of black people. I would love to see the same success mirror beyond the gates into the Vine City community. Decades ago, Vice City was once considered the most prestigious address for any African American. It was an area where Atlanta's first Black millionaire built his home and where many elite black families followed soon after. It was known as the city that cradled social change within the black community, literally and figuratively, since it was where Martin Luther King Jr. and his wife, Coretta Scott King, lived. The neighborhood was a gem of the greater Atlanta area; Vine City showcased early black development, education, and culture, illustrating the aspiration of the black community. Although it retains these historical accolades, the community has faced significant challenges since the late 1960s. Economic decline has cast a shadow over its once vibrant streets. Today, as you travel down Joseph E. Lowery Boulevard, the landscape tells a different story. Boarded-up houses and vacant lots now line the path while residents navigate hardships that have persisted for decades. Despite these tribulations, there is still hope on the horizon for Vine City. Recognizing this historic neighborhood’s rich legacy and potential, a new vision for revitalization is emerging. By focusing on community building and restoration opportunities, I aim to preserve Vine City's cultural heritage and empower its residents to thrive once more. The initiative I dream of putting into action would attract students and foster a renewed sense of community pride and economic stability. Working collaboratively with colleges such as the AUC, alumni, students, and citizens of Atlanta, I envision creating real pathways for sustainable development and community engagement, reshaping Vine City into a vibrant and inclusive community for generations to come. My improvement plan would be carried through classroom-community collaboration, the reinforcement of social infrastructure, and affordable housing with community benefits. First, by integrating educational institutions into the fabric of community development, we can leverage students' and faculty's knowledge, resources, and energy to drive meaningful change. We can use schools such as Hampton University as a prime example: their School of Engineering has programs that involve students working on real-world projects that benefit the local communities, providing practical experience while contributing to societal development. Integrating a similar approach in Vine City can be a powerful step toward revitalizing the neighborhood. Next, reinforcing social infrastructure will ensure residents have access to essential services and support networks, fostering a resilient and connected community. This was seen with the addition of the neighborhood’s first community garden, an example of social infrastructure that addresses community issues and can play a crucial role in healing the heart of the community and its people. Lastly, the enactment of affordable housing initiatives, combined with community benefits, will provide stable and accessible living conditions, help to alleviate economic pressures and promote long-term growth. Through these combined efforts, we can create a sustainable and thriving Vine City for all its residents. These improvements are crucial since they address the recovery of black wealth and aim to lift our community out of poverty caused by systemic barriers. We can break these barriers by providing affordable housing, educational engagement, and community support, as well as by promoting economic mobility and stability for future generations.

From the moment I set foot on Spelman Campus, I knew this would be a life-changing experience. Originally, I come from a small town in North Texas--and like most small towns in the south, I was surrounded by white people. I grew up attending a predominately-white school from grades k-12; I remember being able to count the number of black faces in my school on my tiny hands. It felt like my "blackness" was always on trial there, that I was not the target of my school's mission. The high school and educator taught only how to succeed in White America as a respectable, white person. They never dared to tell us blacks how to fit into their mold; instead, they would make it their job to keep all the "colored" individuals into the on-level courses. Being shown this treatment from such a young age, I learned to better myself out of spite. If the average school GPA were 3.4, I would aim for a 3.8 or higher. If Ms. Tucker started a simple class discussion about the eighth amendment, I would debate back-and-forth senselessly about how said has never truly applied to people that looked like myself. And if every single kid went to graduate and attend a Texas university, I would push myself further out of my comfort zone by going out of state. I never allowed them to stuff me into the perfect, white mold they tried so hard for me to fit. I wanted to carve my path out; so far, my school of Spelman College has granted me all liberty for me to do. When we had our first freshman convocation during New Student Orientation week, the first thing they told us was, "it's not a question if you're all smart; what we want to see is how we, as Spelman, open the door wide enough for your ambitions." Spelman College's purpose has been developed to make black women create the America they desire, to give us a place where we could actually grow into the women we wished to become. From the teachers to the visiting alumnae I have interacted with, they have all mirrored the perfect Spelman Women that I have heard so much about; the school had gifted them a chisel and hammer, and they transformed themselves into masterpieces. Every day that passes by, the reasons why I have come here have changed. Coming to campus, I thought I was still competing in the solo education four-by-four that I was conditioned to run all my academics. Yet, I soon realized that the game had changed; I was no longer alone fighting against the system. The system and the student around me were here for my benefit for the first time. I finally saw how schools were meant to engage and assist students; and how it felt to be properly seen as an intellectual and not just the smart, black girl. Being here, I get to see myself in everyone. I get to meet so many women from different parts of the country who have allowed me to grow in my thoughts. I get to meet women in my field of study who live past their own expectations to inspire girls like me. My Spelman College has changed my perspective of myself; it has shifted my thoughts on how I want to be known. I want to take my four years to embody the spirit of a Spelman woman, to metamorphose into the strong, black woman that molds the world into my own vision.