University of Wisconsin’s disbandment of its Division of Diversity, Equity and Educational Achievement department this past summer has invited a wave of displacement for a variety of services that students in underrepresented communities have grown to rely on. One of these programs is the Academic Coaching to Thrive and Succeed which has officially closed its doors to students this semester.
The ACTS program served as a vital academic resource to students in DDEEA programs for decades. In the 2024-2025 school year, around 200 students utilized the program for resources like small group tutoring and academic counseling, according to WMTV.
Students who participated in ACTS describe it as more than tutoring. On a predominantly white campus, it served as not only a vital academic resource but also a space where students felt seen by those around them, according to the Wisconsin State Journal.
The university says it remains committed to student success and will continue to offer alternative tutoring services to make up for the absence of ACTS. UW Assistant Vice Chancellor John Lucas said in the Wisconsin State Journal that in recent academic years, a vast selection of academic and career supports have been made available.
While these more generalized resources exist, they cannot replicate the type of mentorship, advocacy and culturally relevant guidance ACTS provided. Replacing ACTS with standardized services may check a box institutionally, but for the students who depended on it, the shift feels like abandonment.
This distinction matters because students from underrepresented backgrounds often encounter unique barriers their peers may not. First-generation college students, for instance, may not have family members who can help them navigate financial aid forms or registration systems. Others juggle multiple jobs to afford tuition while maintaining a full course load.
Without guidance specifically designed to meet these challenges, these students risk being left behind in an environment that is already competitive and overwhelming. Generalized resources might help with studying habits and homework, but they cannot replace mentorship, advocacy and a sense of belonging.
The dismantling of DDEEA and its programs is emblematic of a broader issue that UW’s commitment to underrepresented students has shown to be increasingly performative. While the university claims its commitment to diversity initiatives, the loss of dedicated programs like ACTS suggests support for students from marginalized backgrounds is being deprioritized.
UW continues to promote its commitment to diversity in marketing and recruitment materials, but actions like cutting programs for underrepresented students tell a different story. Words alone cannot foster belonging or academic success — they must be matched by tangible support. By dismantling one of its most effective support programs, UW undermines its own credibility on issues of equity.
This shift also raises questions about priorities. The same institution that is investing heavily in new facilities and high-profile programs, such as a new Phillip A. Levy Engineering building and School of Computer, Data and Information Sciences building, has chosen to reduce resources for students who have historically faced systemic barriers. These decisions suggest underrepresented students’ needs remain secondary to other university goals, even while the university relies on their presence to demonstrate progress toward diversity.
Cutting resources for students who historically have faced academic barriers sends a message — their needs are secondary to other institutional priorities.
It’s also worth noting the timing of this decision in relation to current events regarding DEI.
Across the country, universities have been under heightened scrutiny regarding their commitments to equity and inclusion. In March of this year, the University of Michigan abruptly disbanded its DEI department — shocking faculty and students. Michigan’s decision was directly related to court-order enforcement of executive orders from President Donald Trump, according to Politico.
National policy debates and broader cultural conversations have drawn unprecedented attention to how campuses support marginalized students, creating widespread anticipation among underrepresented students who are left to wonder if their resources are protected by their universities. The question remains uncertain for these students — will the university stand strong in its values, or bend the knee to authority?
In this climate, UW’s decision to eliminate one of its longest-standing support programs appears not only contradictory but regressive. At a moment when colleges should be strengthening their commitment to equity, UW has taken a step back.
Ultimately, dismantling ACTS reflects a troubling shift in the university’s priorities. True commitment to diversity and equity requires more than statements and symbolic gestures. It requires maintaining and even expanding programs that provide real, material support to students who need it most.
By removing ACTS, UW risks eroding the progress it has made in supporting underrepresented students while simultaneously alienating the very populations it claims to champion. The university must rethink its approach and not bend to pressure under a heightened political climate.
