Many support programs actually only serve to promote the problem. This is the case with many English for Academic Purposes (EAP) remedial programs and course sequences in US higher education. The problem those programs work on is that some international and immigrant students who do not speak English as a first language can struggle in academic programs. They try to solve this by requiring students who fall under a certain threshold of one or more English language proficiency tests to take one or more semesters (sometimes up to 2 and a half years) of additional coursework. This causes a lot of issues for students who only have funding for a certain number of years relative to the length of their program. However, academia politics and funding criteria incentivizes administrators of these programs to avoid looking deeper into the issue for a more fair solution and often favor proficiency tests that are invalid or bring in more students who would otherwise not actually need the extra classes. Gassam Asare (2023, p. 85—86) discusses this issue in the DEI field and affirms the real objective is to “make our jobs obsolete.” This preference for creating a stable career path even at the expense of marginalized people may be why DEI programs, including EAP, often miss opportunities to improve their organizations and those executive positions are overwhelmingly held by white people.