Isabella Soto (Class of 2029) - Dr. Robert Livingston Lecture

 

Leaving, Playing, and Changing the Game

During Dr. Robert Livingston’s lecture on Black Empowerment and the three pathways—play the game,

change the game, and leave the game—I began thinking about which of these strategies speaks to me most

right now. “Leaving the game” resonates with me most at this stage of my life. While it is not possible to

fully escape the system of white supremacy, being at Spelman offers a unique space, a sort of refuge where

I can learn and grow surrounded by Black women and intellectuals. This community allows me to cultivate

a strong foundation without constantly battling the harm of white-dominated spaces. However, I view these

pathways as interconnected. My education here gives me resources to “play the game” when necessary,

whether that means obtaining selective internships, accessing opportunities often meant for those already in

positions of privilege, or building networks that will support my long-term goals. These experiences not only

strengthen me individually but also prepare me to “change the game,” allowing me to create spaces and

opportunities for others, whether through entrepreneurship or other forms of leadership.

            At the same time, I find myself questioning parts of Dr. Livingston’s framework. His metaphor of

           “the game” is useful for thinking about how we navigate systems shaped by racism, but it also risks

              making those systems feel more optional than they are. Toni Morrison reminds us that racism is a

              distraction, constantly demanding our energy and attention instead of allowing us to live freely. From that

              idea, “leaving the game” isn’t about escaping racism, which isn’t necessarily possible in my opinion, but about

              refusing to let it dictate our lives. It’s about building spaces where Black people can thrive on our own terms,

              rather than always responding to white institutions. Spelman itself reflects this. It was founded because Black

              people were excluded from mainstream institutions, yet it has become a place where Black women shape

              knowledge, community, and power on their own terms. Morrison’s reminder pushes me to see empowerment not

              only as pushing back against what confines us, but also as creating new ways of living and imagining

              beyond the limits that white supremacy tries to impose.

But it also makes me wonder how much we can really build these spaces without eventually confronting

the larger systems around us. Black schools, neighborhoods, and businesses have thrived before, but they

have also been attacked, underfunded, and left exposed. “Leaving the game” can give us shelter and

strength, but it is not enough on its own when the wider system can still tear down what we create.

The challenge is to find a way to do both, to nurture and protect our own spaces while also working to

change the structures that keep threatening them.

Through the lens of Civic Orientation, I think about how my decisions extend beyond myself and

affect the communities I am part of. Choosing Spelman was not only about my own education but about

joining a tradition of collective empowerment. The skills and relationships I build here are not just for me.

They are tools I can use to give back, challenge inequities, and create opportunities for others so that the

benefits extend beyond my own self. Flourishing, to me, is not about status or wealth. It is about building a

life filled with purpose and intellectual sovereignty while creating spaces where others can flourish, too.

—Isabella Soto Class of 2029