Billy Curtis has worked on college campuses as a professional since 1990. Over the years he has held many positions from hall director to director of student activities. He was appointed to be the first full time coordinator of LGBT services at UC Berkeley in 1999. During his time at Cal, Curtis has led in the development and implementation of a full suite of services for the campus LGBT community. Under his leadership, theGender Equity Center's programs and impact have grown exponentially. He established Cal's first Lavender Graduation, led UCB to address hate crimes and hate acts more effectively, and led the university toward better inclusion for the campus transgender community. He is committed to fostering a campus climate that resists exclusion, and values the myriad of identities present among the student, faculty, and staff populations.
Curtis began his career journey at the University of Massachusetts, Amherst, where he earned a bachelor of science degree in zoology. It was during this time there as a resident assistant, student leader, and activist that he began developing a strong desire to work for making institutions of higher education more responsive to, and inclusive of, various diverse identities, particularly marginalized identities. He later went on to earn a master of arts degree in higher education administration from the University of San Francisco.
Fostering Multivariate Inclusion: Multiple Marginalized Identities and the Interplay of Sexuality
Many LGBT students are also members of other marginalized and disenfranchised communities including race, disability, ethnicity, and socio-economic status. Students have a fair expectation that support service providers and faculty infuse their programs and curricula with sensitivity to their experiences. It is also an imperative for us to engage in continued dialogue about the simultaneous effects of homophobia, transphobia, ablism, racism, etc. on various portions of the LGBT community. We are also challenged with the changing experiences of LGBT youth coming to our campus and must foster an awareness of what it means to engage in intergenerational dialogue. Join us and share your questions, challenges, and successes for creating inclusive curricula and programs for LGBTQ students who often feel they must choose between being within the LGBT community or their other identity communities.