Introduction to Social Problems

Class Times:
CRN # Term:
Instructor: Penny Harvey
Email address:
Office Hours: or by appointment

Course Description
Social Problems are elements of our society that negatively impact large numbers of individuals,
groups and communities. We will examine inequalities across race, gender and class; violence
and terrorism; as well as social problems in the areas of sexuality, health-care, education and
drug use/policy. We will not only examine the Social Problems themselves but also explore
solutions to Social Problems through social policy and social action. This class will incorporate
academic readings, real life experience, and media to provoke you to look at Social Problems
and their solutions in a variety of different ways. When you leave this class you will be able to
apply your Sociological understanding of local and global issues to the world around you.

Goals and Objectives of Introduction to Social Problems

1. Students will gain an in-depth understanding of what a Social Problem is, what a Social
Problem consists of, how Social Problems occur, and how Social Problems are linked.
2. Students will look at Social Problems through a Sociological lens.
3. Students will examine the links between Social Problems and Sociological theory.
4. Students will learn how Social Problems can affect individuals’ life experiences and
outcomes as well as community relationships.
5. Students will assess the differences and similarities of Social Problems from both micro
and macro perspectives using empirical data and Sociological research.
6. Students will look how Social Problems can be addressed, reduced or solved through a
variety of different social policies, activism and social change.

Goals and Objectives of the study of Sociology

1. This class aims to enhance your critical thinking skills.
2. This class aims to promote social and collaborative learning.
3. This class aims to introduce you to Sociological thinking and the application of
sociology in everyday life.
4. This class aims to facilitate your ability to think of innovative ways you can engage in
social activism in your community.
Required Readings:

TEXTBOOK - When We Fight, We Win: Twenty-First-Century Social Movements and the

Activists That Are Transforming Our World - Greg Jobin-Leeds and AgitArte

TEXTBOOK - Social Problems - Community, Policy and Social Action, 4th or 5th edition, Anna
Leon-Guerrero

Other weekly readings and media, which can be found on D2L, as laid out in the detailed
schedule
 Assessments

Break Down of Assessment

Participation 5 points

Attendance 5 points

Group Presentation 10 points

Topic Reflections 10 points

Social Problem Creative Project 20 points

Activism Research Project 25 points

Final Exam 25 points

100 Total Points

Grading Scale

100-97 A+ 96-93 A 92-90 A-

89-87 B+ 86-83 B 82-80 B-

79-77 C+ 76-73 C 72-70 C-

69-60 D Below 59 F

Participation
Participation will be graded based on your participation in class. Credit will also be given for
posting on the class discussion board. Discussion board post opportunities will be given
throughout the semester. The course is designed so that the more you put into the class, the more
you will get out of it. Your participation grade is designed as an incentive for you to put your full
effort into this course. If you are concerned about your participation grade, please feel free to
contact me to see your progress in the course.

Attendance
Attendance is important and I expect you to come to class and to participate in class discussion.
Students will be given two free unexcused absences which includes arriving over 15 minutes late
or leaving over 15 minutes early from class. Attendance will be worth 5 points with 1 point
removed for each unexcused absence. Once students have lost 5 points you will be required to
meet with me in office hours. If a student exceeds 7 unexcused absences, I will administratively
withdraw them from the class. Excused absences with proper verification will not be counted for
the purpose of calculating attendance grades (see classroom expectations for excused absences
policy below). All verification documentation for these absences must specify that your absence
was for the SPECIFIC day in question. Documentation to verify an excused absence must be
provided directly to me as soon as you know you will be missing class and at the latest when you
return to class after an extenuating circumstance. You may not turn in verification documentation
at the end of the semester. I will take attendance at the beginning of class. It is your
responsibility to arrive to class ​before​ I take attendance. If you miss the roll call, you should see
me at the break to have your attendance noted. Repeated tardiness is disruptive and will result in
you being withdrawn from the course (see Lateness policy below for more details).

Group Podcast and Presentation

You will be assigned your groups and topics early on in the semester. If you miss the
presentation you will lose 50% of your points for assignment. Presentations should be five
minutes long and include visual aids as well as verbal presentation. Groups will be created based
upon mutual availability. You will also have class time on March 20th and April 5th to work-on
and create your podcasts. A detailed rubric and prompt will be given when groups and topics are
assigned.

Topic Reflections
Topic Reflections are short papers where students use material from the readings to analyse
media examples and to reflect on course reading. Topic Reflections should be completed by
Monday at midnight (before the start of a class week) and uploaded to D2L / Brightspace. Each
reflection should offer a brief summary of at least three of the key points or arguments of the
reading(s), the way in which these concepts were demonstrated in the video or film ​and​ a
personal response to issues presented in the readings. It should be at least three paragraphs and
no more than one page (single spaced). Topic Reflections will be worth ten percent of your
course grade; there will be eleven reflections throughout the class. One can be missed and if all
eleven are turned in and graded, the lowest grade will be dropped. Thus, there are no make-ups
for Topic Reflections. Samples of reading reflections can be found in the rubric section of the
syllabus.

Social Problem Creative Activism Project

This is your opportunity to be creative. Make a short film, write a song or poem, make a ‘zine,
create a photo project, write a newspaper article, radio piece, or poster project (if you think of
other formats please email me to have them approved by the 15th of September ) about a Social
Problem. We will be going through some examples on the first week of class and these will be
uploaded to D2L / Brightspace as examples. In this assignment, you shall create a project that
engages with a Social Problem we study in the course. Alongside the creative piece you will
produce a three to four-page double-spaced paper that includes the following: briefly introduce
the Social Problem you chose; the effects the Social Problems has on individuals, groups, and
society; why you chose the creative medium you did to engage with this Social Problem; why
public awareness of the problem is important; and the steps that could be taken to reduce or
mitigate the effects of the Social Problem. This will be worth 20% of your course grade. A full
rubric for this assignment can be found at the back of the syllabus. This project is due at the
beginning of class on March 1st​. If you miss the collection period, you will receive a point
deduction per 24 hours it's late.

Activism Research Project

The final activism project has two options and will be worth 25%. The project will be explained
early in the semester, as you will need to be working on it throughout.
Option one: Volunteer Project​ you will volunteer with an approved organisation (see the list on
the rubric) that engages with a Social Problem that we cover in the course in some way, whether
it be an activism project or charity. Volunteer time should total at least 10 hours and should be
across at least two separate occasions. Thus, you really need to get started early on this
assignment. A five-page reflective paper should be handed in that introduces the Social
Problem, explains why societal engagement with the Social Problem is important, offers detailed
information about the organisation, covers your experience with the volunteering, and explains
why this particular organisation’s engagement with the Social Problem is important and why
they offer a good solution to / mitigation of the problem.
Option two: Case Study Project​ you will be asked to create a case study of an organisation that
engages with a Social Problem, either an activism project or charity, and research them. You
should make contact with the organisation and interview at least two people about their
experience working with the organisation. A five-page reflective paper should be handed in
which introduces the Social Problem, explains why this engagement with the Social Problem is
important, provides detailed information about the organisation, synthesizes the information
from the interview, offers why this organisation’s engagement with the Social Problem is
important, and shares why they offer a good solution to / mitigation of the problem. ​All
organisations should be approved by me by the 8th of March. ​A full rubric and directions for
this assignment can be found at the back of the syllabus. This project is due at the ​beginning of
class on April 10th​. If you miss the collection period, you will receive a point deduction per 24
hours late.
Final Exam
Your final exam will assess your understanding of the material covered in the readings and
during class and will be in “take-home.” The format for the exam will be a series of short essays
and one longer essay. It will be due by 27th of April (uploaded to D2L / Brightspace). It will be
worth 25% of your total course grade. No late papers will be accepted.

Note: For the Social Problems Creative Project and the Activism Project you must use one of
the Social Problems we cover in class as listed on the rubrics. You may not use the same
Social Problem for each assignment, doing so will result in a 50% deduction from your
activism research project grade. Each assignment MUST cover a different Social Problem.
 Classroom Expectations

Excused absences
The University defines absences as “excused” if they are due to: 1. official university business
documented in writing during the ​first week​ of the semester, 2. important religious holidays
documented in writing during the ​first week​ of the semester, and 3. legal obligations with proper
documentation submitted ​within a week of learning about the obligation.​ As the instructor, I will
also consider excusing severe/emergency situations such as a death in the immediate family,
serious illness, car accident en route, etc. Documentation for these sorts of emergency situations
must be provided directly to me as soon as you know you will be missing class and at the latest,
when you return to class after the extenuating circumstance. You may not turn in verification
documentation at the end of the semester.

Lateness
Sometimes things happen beyond your control that may
make you late to class. If this happens, please enter as
quietly as possible. Please keep in mind that coming in late
is disruptive to me and to other students. Class and
university policy prohibit ​habitual l​ ateness and instructors
have the right to withdraw habitually late students from
class. Arriving or leaving class more than 30 minutes late
will count as an unexcused absence (with the exception of
University excused reasons). Since the class is two and a
half hours long I’d prefer you to try to attend as much of
the class as possible, as missing one summer class is like
missing two consecutive fall/spring classes.
* Before committing to this class please determine if you’ll
be able to get here on time.

Late assignments
Topic Reflections will not be accepted late since you have the option of dropping one reflections.
Social Problems Creative Projects and Social Activism Projects submitted after the deadline will
be subject to a grade reduction of two points, per day, late (including weekends). As soon as the
collection at the beginning of class has passed your project will be counted as one day late.
Exceptions will be made only if you have an excused absence or a valid, documented
extenuating circumstance including (severe illness, a death in the family, a car accident or other
unforeseen emergencies). Documentation to verify an excused late assignment must be provided
directly to me. This must be done as soon as possible, and at the latest when you return to class
after an extenuating circumstance. You may not turn in verification documentation at the end of
the semester. Having trouble with your computer does not constitute a valid excuse for turning in
a late assignment as all assignments should be worked on throughout the semester. Please
backup your work as you go (using Google Docs, is a great tool for this).

Disruptive Behaviour
Phones going off, texting or surfing, talking in class or any other behaviour that becomes
disruptive to myself or other students will not be tolerated. Continuous disruption or a single
grievous disruption will lead to a referral to the Director of Instruction in Sociology and may
result in a withdrawal from the class.

Respect
Respect for me and your fellow students is mandatory. We will talk about difficult social issues
in this class and some topics covered in this course can be considered sensitive. Although we
may be passionate about our beliefs, please be respectful when you communicate them. It is
important that the classroom environment is conducive to discussion while remaining respectful
of all students and open to differing opinions. Please feel free to participate in class discussions
but be respectful in your use of language. Hateful and discriminatory language directed at an
individual or group will NOT be tolerated. This includes, but is not limited to, racial slurs or
epithets, insensitive comments about a gender or sexual identity, and generalizations or hate
speech directed at religious groups. Repeated use of this language or a personal attack will result
in you being asked to leave the classroom. Please feel free to share your thoughts, but think
before you speak. If you are unsure of why someone found your comment offensive, please
respect that person’s feelings and do not argue with that person; come discuss it with me after
class.

Academic Dishonesty
Violation of the Academic Honesty policy will result in an F in the course and possible
disciplinary action. All violations will be formally reported to the Dean of Arts and Sciences.
For further information, please consult the university's website.
http://www2.gsu.edu/~wwwfhb/sec409.html

Accommodations
This course will be conducted in accordance with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act. If you are a student with a disability or other
accommodation need, please inform me at the beginning of the semester or as the issue becomes
pertinent. Where necessary make the appropriate arrangements with the Office of Disability
Services located in Suite 230 of the New Student Center, 404-463-9044. If you have any
concerns about your ability to complete an assignment, please make an appointment to come see
me in office hours. Students who wish to request accommodations for a disability may do so by
registering with the Office of Disability Services. Students may only be accommodated upon
issuance by the Office of Disability Services, of a signed Accommodation Plan and are
responsible for providing a copy of that plan to instructors of all classes in which an
accommodation is sought.

Illness
I understand that illness happens and if illness of any kind is going to affect your attendance past
the two unexcused days, appropriate documentation is required. Letters from medical health
professionals and mental health professionals are accepted, but must be dated. If you are having
issues with mental health and / or dealing with a trauma and feel it is going to affect your
progress in the course, please contact the university’s free counselling service for assistance at
404-413-1640.

Withdrawals
February 27th , the semester midpoint, is the last day to withdraw from a full semester class and
receive a possible grade of W, except for emergency withdrawal. Students can use PAWS to
withdraw before the midpoint. After the midpoint of the term, voluntary withdrawals cannot
occur.

Grade Disputes
Any student who wishes to dispute a grade earned on any written assignment may do so by
submitting a written memo detailing specifically why the assignment should receive a different
grade. The memo should explain how the assignment or how the answer as chosen or written
met the requirements/addressed the question (and not based on what could possibly be inferred
from what was written). Any dispute must be submitted to the instructor within 48 hours of
receipt of the graded assignment.

**The course syllabus provides a general plan for the course; deviations may be necessary**
 Schedule of Classes, Readings and Assignments:
Class Number, Date Readings Due and Media Assignments Due
and Topic

Class 1: Tuesday Jan 9th N/A

Introduction to Social
Problems

Class 2: Thursday Jan >​http://everydayfeminism.com/2015/0

11th 3/marching-isnt-the-only-way/
Privilege, Activism and > Video: Ted Talk on Activism
Allyship https://www.youtube.com/watch?v=zD
VA7r7r0d0

Class 3: Tuesday Jan >Chapter 1 and 17 of the textbook Topic Reflection 1 Due
16th >Personal experiences and public on D2L by Monday at
Social Problems and issues (PDF on D2L) Midnight (the day before
Social Activism class, must include
readings from class 2, 3,
and 4)

Class 4: Thursday Jan >The Transformation of Silence into

18th Language and Action PDF
Social Problems and
Social Activism

Class 5: Tuesday >Chapter 2 of the textbook Topic Reflection 2 Due

Jan 23rd >The Manifesto of the Communist on D2L by Monday at
Class, Income Inequality party (PDF on D2L) Midnight
and Structural Inequality

Class 6: Thursday >Chapter 5 of when we fight

Jan 25th >Uses of the underclass in America
Class, Income Inequality (PDF on D2L)
and Structural Inequality >​http://everydayfeminism.com/2016/0
1/difference-btwn-poor-broke/

Class 7: Tuesday >Pages 403 - 420 of the textbook - for Topic Reflection 3 Due
Jan 30th old editions the section on on D2L by Monday at
Poverty and homelessness Midnight
Homelessness >​http://www.upworthy.com/the-compl
etely-obvious-way-to-solve-homelessn
ess-2

Class 8: Thursday >Video: Boys don't cry - On reserve in Deadline for alternative
Feb 1st Library format for Social
LGBTQ and Trans* Problem Creative
Homelessness Activism Project

Class 9: Tuesday >Chapter 4 of the textbook Topic Reflection 4 Due

Feb 6th >What It Means to Be Gendered Me on D2L by Monday at
Gender Inequality, the (PDF on D2L) Midnight
Construction of Gender
and Feminism

Class 10: Thursday >http://www.npr.org/2013/06/15/1877

Feb 8th 45940/fighting-unwanted-cat-calls-one
Gender Inequality, the -poster-at-a-time
>Video: Miss Representation – on
Construction of Gender
reserve in library
and Feminism

Class 11:Tuesday >Chapter 5 of the textbook Topic Reflection 5 Due

Feb 13th >Normalising Sexuality (PDF on D2L) on D2L by Monday at
Sexual Orientation, Midnight
Sexuality and
Discrimination

Class 12: Thursday >Chapter 1 of When we fight

Feb 15th >>VIDEO: the Laramie project - on
Sexual Orientation, you tube
Sexuality and
Discrimination

Class 13: Tuesday >Chapter 3 of the textbook Topic Reflection 6 Due

Feb 20th >Video: Straight Outta Compton – on D2L by Monday at
Race and Institutional Available online for $4.99 Midnight
>​http://www.wired.com/2015/10/how-
Racism
black-lives-matter-uses-social-media-t
o-fight-the-power/
Class 14: Thursday >Video: Ted Talk with Alice Goffman
Feb 21st https://www.ted.com/talks/alice_goffm
Race and Institutional an_college_or_prison_two_destinies_o
Racism ne_blatant_injustice?language=en

Class 15: Tuesday > When we fight chapter chapter 3 Topic Reflection 7 Due
Feb 27th > Racialized Mass Incarceration on D2L by Monday at
Mass Incarceration Poverty, Prejudice, and Punishment Midnight
(PDF on D2L)

Class 16: Thursday > Chapter 16 of the textbook Creative Activism

March 1st >Bully Society Chapter 1 (PDF on Assignment Due by
Mass Shootings and D2l) Start of Class
Gun Control

Class 17: Tuesday > Chapter 8 of the Textbook Topic Reflection 8 Due
March 6th on D2L by Monday at
Education Midnight

Class 18: Thursday >​http://www.upworthy.com/this-resear Approval for Research

March 8th cher-asked-kids-whats-wrong-with-us- Activism Project Due
Education schools-here-are-their-ideas​ (Article
and Video)

Spring Break!!! Spring Break!!! Spring Break!!!

Class 19: Tuesday Work on Group Presentations /

March 20th Podcasts
Work on Group
Presentations

Class 20: Thursday >Virginity lost first and last chapter Topic Reflection 9 Due
March 22nd (PDF online) on D2L by Wednesday at
Sex Education >Video 1: John Oliver, Sex Ed Midnight
https://www.youtube.com/watch?v=L0
jQz6jqQS0
>Video 2: Vagina Monologues – On
reserve in library or find on YouTube

Class 21:Tuesday >Chapter 10 of the textbook Topic Reflection 10 Due

March 27th >​http://www.huffingtonpost.com/anja-r on D2L by Monday at
Health Care udiger/universal-health-care_b_697316 Midnight
4.html
>Video:​http://www.upworthy.com/his-
first-4-sentences-are-interesting-the-5t
h-blew-my-mind-and-made-me-a-little
-sick-2

Class 22: Thursday >Chapter 12 of the textbook

March 29th >Video: Is alcohol worse than ecstasy
Drugs https://vimeo.com/161739989

Class 23: Tuesday > Social Media Reliance (PDF on Topic Reflection 11 Due
April 3rd D2L) on D2L by Monday at
Media and Pick one: Midnight
Representation http://www.upworthy.com/the-stuff-ab
out-the-oscars-and-race-you-probably-
hadnt-considered-and-really-should
http://www.upworthy.com/how-bad-is-
hollywood-diversity-we-cropped-celeb
rity-photos-to-demonstrate
http://everydayfeminism.com/2014/03/
ladies-in-television-representation/

Class 24: Thursday > Video: We live in public

April 5th https://www.youtube.com/watch?v=oIl
The Media and Iu-MSwZk
Representation Worksheet instead of class
Must turn in on 10th

Class 25:Tuesday Research Activism

April 10th Project Due at the Start
Review Day! of Class

Class 26: Thursday Odd number groups (1,3,5…)

April 12th
Presentations
Class 27: Tuesday Even number groups (2,4.6…)
April 17th
Presentations

Class 28: Thursday

April 19th
What next?

No Class: Final Exam Due ​on

D2L April 27th by
1:00pm.
 Rubrics and Assignment Prompts
Topic reflections are a brief summary of at least three of the key points or arguments of the
reading(s), the way in which these concepts were demonstrated in the video or film ​and​ a
personal response to issues presented in the readings.

Grading of Topic reflections:

How to score a 1:
Effectively summarising the main points and arguments from the readings

Applying the concepts from to reading to the week’s relevant media assignment

Including a personal response or reflection to the material

Turning in at least 3 paragraphs

Using full sentences

Using formal writing (not text writing!)

How to score a .66:

Including relevant information from readings and/or media

Turning in at least 3 paragraphs

Using full sentences

Using formal writing (not text writing!)

How to score a .33:

Addressing the reading topic in some way

Using full sentences

Using formal writing (not text writing!)

How to score 0
You do not turn in the assignment on time.

You choose one line or point from the text to talk about (usually from the very beginning of the
essay, which indicates that you might not have read the whole assignment.)

You talk about something else entirely (e.g. other things you’ve read, your belief system,
childhood stories).
Example

The main theme of the readings focused on marriage across different cultures. In the United
States, marriage is a social and legal contract that is upheld by the state (and in most cases a
religious organization). However, the readings argue that marriage is a social construct;
therefore, marriage can mean different things in different places or to different groups. In the
United States, marriage is a contract between two people, therefore, it is illegal for a person to be
married to more than one person. Sister Wives is a show about a person named Kody Brown and
his four wives. Even though Kody is only legally married to one woman, Meri Brown, he sees all
of his wives equally and he is equally committed to all of them. This means that Kody can only
legally marry one of his wives at a time. As illustrated in the reading, monogamy is the norm in
the U.S. and thus, Kody’s unions with these four women are highly stigmatized due to its
polygamous nature.

As shown in the reading this family formation is not typical of US families, however, it is not
uncommon in other cultures. The reading talks about the myths of the family; and nuclear
families, while shown to be the ‘norm’ in the dominant culture, are less common than they are
commonly perceived. In many westernized cultures, marriage is becoming secularized and
therefore its meaning is changing and becoming less rigid. In contrast, in many cultures across
Northern Africa and the Middle-East, polygamy is not only legal but is a normative practice.
Therefore, in these places set-up akin to the Sister Wives would not be stigmatized.

The reading also highlights families of choice. Families of choice are non-biological or legal
families that are bound by chosen ties of intimacy, care, and support. The people on the show are
a good example of this as they have created a support system for themselves and they have
created happy, stable and seemingly successful marriages. However, families of choice face
financial burdens, societal stigmas, and lack of institutional support because they are not
recognized by the state in the United States.

I personally think that consenting adults should be able to marry whomever they choose. Just
because certain marriage and family formations are not dominant in a particular culture, it does
not make them wrong or immoral.
Social Problem Creative Project
Creative Piece 2 Points The project creatively engages with the selected Social
- 10 Points Problem.

2 Points The project content is accurate, interesting and original.

2 Points The project uses an approved Social Problem from the course.

4 Points The project has a clear social awareness message and that
adequately addresses the Social Problem.

3 Page Paper - 2 Points The paper clearly and accurately describes the Social Problem.
10 Points
2 Points The paper includes a clear and rational explanation of the
choice of the medium used for creative engagement.

2 Points The paper gives a full and justified explanation of why public
awareness of the Social Problem is important and impactful.

2 Points The paper identifies reasonable, insightful and possible

solutions/strategies to encourage change or mitigate the effect
of the Social Problem.

2 Points This papers demonstrates appropriate referencing skill, essay

format and use of academic language and is an appropriate
length.
Activism Project
Option 1: Volunteer Project
2 Points Approved organisation submitted by the deadline

5 Points 10 hours of volunteer work completed with an approved organisation (provide

signed volunteer worksheet - template on D2L)

3 Points The paper includes a personal narrative about the experience volunteering with
the organisation and how that affected your understanding of the Social Problem

4 Points The paper addresses how the organisation you chose addresses the Social Problem
and why this is productive engagement with the Social Problem

4 Points The paper explains why engagement with the Social Problem is important to help
social change occur.

4 Points The paper clearly and accurately describes the Social Problem and identifies
reasonable, insightful possible solutions/strategies to encourage change or
mitigate the effect of the Social Problem.

3 Points This paper demonstrates appropriate structure, referencing skill, essay format and
use of academic language and is an appropriate length.

Option 2: Case Study Project

2 Points Approved organisation submitted by the deadline

5 Points Two interviews of people working in an organisation (provide notes, transcription

or recordings of interviews)

3 Points The paper includes a summary of the two interviews, reflection of the information
obtained and how that affected your understanding of the Social Problem.

4 Points The paper addresses how the organisation you chose addresses the Social Problem
and why this is productive engagement with the Social Problem.

4 Points The paper explains why engagement with the Social Problem is important to help
social change occur.

4 Points The paper clearly and accurately describes the Social Problem and identifies
reasonable, insightful possible solutions/strategies to encourage change or mitigate
the effect of the Social Problem.

3 Points This paper demonstrates appropriate structure, referencing skill, essay format, use
of academic language and is an appropriate length.
A pdf / word document should be uploaded to D2L with a copy of an email (or letter)
confirming permission to volunteer and volunteer arrangements / permission to interview
and interview arrangements with a brief summary of the organisation (one paragraph) by
March 8th

List of Organisations - ​Please feel free to find an organisation not on this list, however it is your
responsibility to get it approved. I reserve the right to reject your request to use alternative
organisations if they do not appear linked to a Social Problem listed below.

Activism Organizations
http://atlanta-activism.blogspot.com/p/activits-organization.html

Class, Poverty and Structural Inequality

- Live Healthy Youth
http://livehealthyandthriveyouth.org/volunteer/
- Enchanted Closet
http://enchantedcloset.org/get-involved/
- Dress for success
https://atlanta.dressforsuccess.org/
- Results Atlanta
http://www.results.org/groups/atlanta_ga/
- Atlanta Community Food Bank
http://acfb.org/volunteer
- Habitat for Humanity
http://www.atlantahabitat.org/volunteer
- Open Hand
http://www.openhandatlanta.org/#

Gender Inequality, the Construction of Gender and Feminism

- Cool Girls
http://www.thecoolgirls.org/volunteer/volunteer-form/
- Girls Inc.
http://girlsincatl.org/volunteering/

Race and Institutional Racism

- 100 black men - Atlanta
http://100blackmen-atlanta.org/about-the-100/#
Mass incarceration and why race matters
- Forever Family
http://foreverfam.net/volunteer-3/
- Family Reconciliation Center
http://familyreconciliationcenter.com/contact/

Sexual Orientation and Sexuality

- Georgia Equality
http://equalityfederation.salsalabs.com/o/35006/p/salsa/web/common/public/signup?signup_pa
ge_KEY=6179
- PFLAG
http://www.pflagatl.org/volunteer/

Exploring Sexuality
- Feminist Women’s Health Care Center
http://www.feministcenter.org/en/get-involved/volunteering-at-fwhc/about-volunteering-at-fw
hc
- Planned Parenthood
https://plannedparenthoodvolunteer.hire.com/index.html?_ga=1.163494140.171805367.14616
05789

Homelessness
- Atlanta Outreach
http://www.atlantaoutreach.org/#!get-involved/c19jk
- Lost-N-Found
http://lnfy.org/volunteer/
- Atlanta Women’s and Children’s Day Shelter
http://atlantamission.org/ways-to-give/volunteer/?a=h&utm_expid=43934800-0.8crLJe7ZSz-If
6_mpd5FGQ.2&utm_referrer=http%3A%2F%2Fatlantamission.org%2Fservices%2Fday-servi
ces%2F%3Fa%3Dh