Pub Date : 2023-06-15DOI: 10.1177/07308884231177882
M. Burawoy, Margaret Eby, Thomas Gepts, J. Germain, Natalie Pasquinelli, Elizabeth Torres Carpio
The twin pressures of dwindling state funding and widening student access has created a crisis of higher education that reverberates into the hidden abode of teaching and learning. In this special issue we reconnect pedagogy to its context of determination (and nondetermination) by bringing theories of the labor process to bear on the dilemmas and challenges faced by teaching assistants (TAs). Our project of auto-ethnography was suspended between two crises—COVID-19 and an unprecedented university-wide strike by graduate students. Elizabeth Torres Carpio advances the idea of the university's “selective recognition” that expands the work of street-level educators -TAs facing increasing numbers of students from economically poor and culturally diverse backgrounds. Natalie Pasquinelli considers the way faculty manage TAs as apprentices through hegemonic “status control.” Justin Germain focuses on the autonomy that allows TAs to turn teaching into “innovation games,” offering the players a sense of accomplishment. Thomas Gepts examines the “arrhythmic” time bind in which graduate students are caught between commitments to future-oriented research and present-oriented teaching. Margaret Eby shows how the “power of silence” allows TAs to conceal their anxiety and defend their autonomy. The university extracts the labor of TAs by giving them “constrained autonomy” to absorb, divert, and conceal the pressures descending from a top-heavy administrative structure. We extend the idea of “constrained autonomy” to other occupations.
{"title":"Introduction: Laboring in the Extractive University","authors":"M. Burawoy, Margaret Eby, Thomas Gepts, J. Germain, Natalie Pasquinelli, Elizabeth Torres Carpio","doi":"10.1177/07308884231177882","DOIUrl":"https://doi.org/10.1177/07308884231177882","url":null,"abstract":"The twin pressures of dwindling state funding and widening student access has created a crisis of higher education that reverberates into the hidden abode of teaching and learning. In this special issue we reconnect pedagogy to its context of determination (and nondetermination) by bringing theories of the labor process to bear on the dilemmas and challenges faced by teaching assistants (TAs). Our project of auto-ethnography was suspended between two crises—COVID-19 and an unprecedented university-wide strike by graduate students. Elizabeth Torres Carpio advances the idea of the university's “selective recognition” that expands the work of street-level educators -TAs facing increasing numbers of students from economically poor and culturally diverse backgrounds. Natalie Pasquinelli considers the way faculty manage TAs as apprentices through hegemonic “status control.” Justin Germain focuses on the autonomy that allows TAs to turn teaching into “innovation games,” offering the players a sense of accomplishment. Thomas Gepts examines the “arrhythmic” time bind in which graduate students are caught between commitments to future-oriented research and present-oriented teaching. Margaret Eby shows how the “power of silence” allows TAs to conceal their anxiety and defend their autonomy. The university extracts the labor of TAs by giving them “constrained autonomy” to absorb, divert, and conceal the pressures descending from a top-heavy administrative structure. We extend the idea of “constrained autonomy” to other occupations.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43790334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/07308884231178231
Elizabeth Torres Carpio
Drawing on my experience as a teaching assistant (TA), I expand on Michael Lipsky's concept of the street-level bureaucrat by focusing on how an agency's construction of the client shapes the work of the bureaucrat. I call this selective recognition. The university classifies students into three types: the archetypal student for whom the university is designed, the partially recognized student who receives accommodations, and the unrecognized student with responsibilities that make learning difficult. The result is an adaptation of the TA's three dimensions of the labor process: teaching, administration, and care work. The labor contract stipulates the first and a modicum of the second but not the third. Changing student demographics have increased all dimensions of TA labor, especially administrative tasks and the amount of invisible care work performed. The extractive university relies on this invisible and often overextended labor to dampen and conceal the reality of its own failing mission.
{"title":"Street-Level Educators: The Selective Recognition of Students and Invisible TA Labor","authors":"Elizabeth Torres Carpio","doi":"10.1177/07308884231178231","DOIUrl":"https://doi.org/10.1177/07308884231178231","url":null,"abstract":"Drawing on my experience as a teaching assistant (TA), I expand on Michael Lipsky's concept of the street-level bureaucrat by focusing on how an agency's construction of the client shapes the work of the bureaucrat. I call this selective recognition. The university classifies students into three types: the archetypal student for whom the university is designed, the partially recognized student who receives accommodations, and the unrecognized student with responsibilities that make learning difficult. The result is an adaptation of the TA's three dimensions of the labor process: teaching, administration, and care work. The labor contract stipulates the first and a modicum of the second but not the third. Changing student demographics have increased all dimensions of TA labor, especially administrative tasks and the amount of invisible care work performed. The extractive university relies on this invisible and often overextended labor to dampen and conceal the reality of its own failing mission.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47089558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/07308884231178186
Thomas Gepts
The labor of teaching assistants (TAs), as full-time students and part-time teachers, faces a “time bind.” Although research and teaching together compose graduate school for TAs, through this ethnography of TAing I argue these domains tend toward arrhythmia. Research and teaching engage distinct work rhythms that persistently interrupt one another, rendering individualized, improvisational coordination an organizing principle of TAing. Coordination is complicated by the commitment to research and teaching as meaningful projects. The autonomy to develop a projection of good teaching “responsibilizes” TAs, channeling surplus effort to teaching. I highlight preparatory work like lesson planning as a crucial site through which to understand the competing coordinative and projective pressures of TAing. I close by outlining some implications of arrhythmia for contemporary US higher education and for the sociology of labor.
{"title":"The TA Time Bind: The Arrhythmic Dilemmas of Research and Teaching","authors":"Thomas Gepts","doi":"10.1177/07308884231178186","DOIUrl":"https://doi.org/10.1177/07308884231178186","url":null,"abstract":"The labor of teaching assistants (TAs), as full-time students and part-time teachers, faces a “time bind.” Although research and teaching together compose graduate school for TAs, through this ethnography of TAing I argue these domains tend toward arrhythmia. Research and teaching engage distinct work rhythms that persistently interrupt one another, rendering individualized, improvisational coordination an organizing principle of TAing. Coordination is complicated by the commitment to research and teaching as meaningful projects. The autonomy to develop a projection of good teaching “responsibilizes” TAs, channeling surplus effort to teaching. I highlight preparatory work like lesson planning as a crucial site through which to understand the competing coordinative and projective pressures of TAing. I close by outlining some implications of arrhythmia for contemporary US higher education and for the sociology of labor.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49322188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/07308884231178052
Margaret Eby
When I took on increasing responsibilities within my university's pedagogical training programs during the pandemic, I expected an increase in collaboration and pedagogical discussion because of the difficult teaching circumstances. Instead, I came to see a silence that kept teaching assistants (TAs) from talking about their labor process either with their instructors or with fellow TAs. In this paper, I theorize this silence both as a defense against anxiety and as protecting autonomy. I draw on my own experiences as a TA, my work as a pedagogy instructor in my department and for the university, and an ethnography of working TAs to investigate how TAs leverage their silence to strategically manage multiple competing interests. Finally, I suggest that TAs first internalize these dual purposes of silence to make sense of their teaching labor and later carry it with them as they go from trainee to professional academic.
{"title":"The Power of Silence: Anxiety and Autonomy in TA Labor","authors":"Margaret Eby","doi":"10.1177/07308884231178052","DOIUrl":"https://doi.org/10.1177/07308884231178052","url":null,"abstract":"When I took on increasing responsibilities within my university's pedagogical training programs during the pandemic, I expected an increase in collaboration and pedagogical discussion because of the difficult teaching circumstances. Instead, I came to see a silence that kept teaching assistants (TAs) from talking about their labor process either with their instructors or with fellow TAs. In this paper, I theorize this silence both as a defense against anxiety and as protecting autonomy. I draw on my own experiences as a TA, my work as a pedagogy instructor in my department and for the university, and an ethnography of working TAs to investigate how TAs leverage their silence to strategically manage multiple competing interests. Finally, I suggest that TAs first internalize these dual purposes of silence to make sense of their teaching labor and later carry it with them as they go from trainee to professional academic.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45869527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/07308884231178324
J. Germain
Through ethnographic fieldwork as a Teaching Assistant (TA) at the University of California, Berkeley, I advance that pedagogical labor can be conceptualized as two labor games. In the didactic game, I utilize hierarchical lecturing to simplify complex concepts in the pursuit of student comprehension of material, while the experiential game centers nonhierarchical dialogue and students’ personal experiences to promote consciousness-raising. TAs’ ability to create and switch between games underpins my broader theorization of labor games as one of two types: institutional games – shared among workers in similar structural circumstances and persistent across worker entry and exit – and innovation games – created by individual workers with relative autonomy amidst an absence of worker co-presence. Just as institutional games provide a template for obscuring and securing the extraction of surplus value under monopoly capitalism, innovation games do the same for the increasingly flexible, autonomous capitalism of the twenty-first century.
{"title":"Enchanting Pedagogy: Creating Labor Games in the Extractive University","authors":"J. Germain","doi":"10.1177/07308884231178324","DOIUrl":"https://doi.org/10.1177/07308884231178324","url":null,"abstract":"Through ethnographic fieldwork as a Teaching Assistant (TA) at the University of California, Berkeley, I advance that pedagogical labor can be conceptualized as two labor games. In the didactic game, I utilize hierarchical lecturing to simplify complex concepts in the pursuit of student comprehension of material, while the experiential game centers nonhierarchical dialogue and students’ personal experiences to promote consciousness-raising. TAs’ ability to create and switch between games underpins my broader theorization of labor games as one of two types: institutional games – shared among workers in similar structural circumstances and persistent across worker entry and exit – and innovation games – created by individual workers with relative autonomy amidst an absence of worker co-presence. Just as institutional games provide a template for obscuring and securing the extraction of surplus value under monopoly capitalism, innovation games do the same for the increasingly flexible, autonomous capitalism of the twenty-first century.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48401954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1177/07308884231176833
J. Nelson, Tiffany D. Johnson
Research on racialized emotions and racialized organizations has begun to inform how we understand social interactions in the workplace and their implications for racial inequality. However, most research to date focuses on the experiences and coping strategies of racial minority workers, especially when confronted with instances of racial prejudice and discrimination. We extend research on racialized emotions in the workplace by mapping the stages of belonging/unbelonging white workers go through when they encounter instances of racial discomfort or perceived prejudice in the workplace. This is an important contribution to the study of race and work because existing research suggests the deleterious effects for people of color when white people experience negative emotions such as threat, fear, and anxiety in interracial encounters. Drawing on interview data with 56 white teachers in a metropolitan area in the U.S. Southeast, we document a process of racialized belonging. This is a process whereby white workers experienced varying degrees of surprise, confusion, frustration, and fear resulting from interracial—and some intraracial—experiences with coworkers as well as students. We note how the process is informed by racialized imprinting prior to workplace entry and followed by racialized emotions and racialized coping. Racial composition of the workplace also played a role, though the process looked similar across contexts. We argue that by accounting for white workers’ prior life experiences as well as organizations’ involvement in accommodating their emotional expectations, the way white workers behave when race becomes salient to them can be better understood and addressed.
{"title":"How White Workers Navigate Racial Difference in the Workplace: Social-Emotional Processes and the Role of Workplace Racial Composition","authors":"J. Nelson, Tiffany D. Johnson","doi":"10.1177/07308884231176833","DOIUrl":"https://doi.org/10.1177/07308884231176833","url":null,"abstract":"Research on racialized emotions and racialized organizations has begun to inform how we understand social interactions in the workplace and their implications for racial inequality. However, most research to date focuses on the experiences and coping strategies of racial minority workers, especially when confronted with instances of racial prejudice and discrimination. We extend research on racialized emotions in the workplace by mapping the stages of belonging/unbelonging white workers go through when they encounter instances of racial discomfort or perceived prejudice in the workplace. This is an important contribution to the study of race and work because existing research suggests the deleterious effects for people of color when white people experience negative emotions such as threat, fear, and anxiety in interracial encounters. Drawing on interview data with 56 white teachers in a metropolitan area in the U.S. Southeast, we document a process of racialized belonging. This is a process whereby white workers experienced varying degrees of surprise, confusion, frustration, and fear resulting from interracial—and some intraracial—experiences with coworkers as well as students. We note how the process is informed by racialized imprinting prior to workplace entry and followed by racialized emotions and racialized coping. Racial composition of the workplace also played a role, though the process looked similar across contexts. We argue that by accounting for white workers’ prior life experiences as well as organizations’ involvement in accommodating their emotional expectations, the way white workers behave when race becomes salient to them can be better understood and addressed.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43786682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1177/07308884231178314
Sylvia Fuller, Young-Mi Kim
Women's representation in managerial positions is a common metric for gender equity in organizations. Whether women managers improve gender equity among their subordinates is, however, less clear. Drawing on rich longitudinal personnel data from a large Korean food company, we provide new insight into this question by focusing attention on key micro-contexts for interaction and relational politics within organizations: workgroups. Building on social-psychological theories about in-group preference and value threats, we theorize that workgroup gender composition conditions the relationship between supervisor gender and gender earnings differentials. Results from regression models with workgroup fixed effects confirm this insight. Women supervisors are associated with smaller gender earnings gaps in workgroups when they are male-dominated. This relationship is stronger for less-advantaged workers, with supervisor gender and workgroup gender composition mattering more for “sticky floors” than “glass ceilings.”
{"title":"Women Managers and the Gender Wage Gap: Workgroup Gender Composition Matters","authors":"Sylvia Fuller, Young-Mi Kim","doi":"10.1177/07308884231178314","DOIUrl":"https://doi.org/10.1177/07308884231178314","url":null,"abstract":"Women's representation in managerial positions is a common metric for gender equity in organizations. Whether women managers improve gender equity among their subordinates is, however, less clear. Drawing on rich longitudinal personnel data from a large Korean food company, we provide new insight into this question by focusing attention on key micro-contexts for interaction and relational politics within organizations: workgroups. Building on social-psychological theories about in-group preference and value threats, we theorize that workgroup gender composition conditions the relationship between supervisor gender and gender earnings differentials. Results from regression models with workgroup fixed effects confirm this insight. Women supervisors are associated with smaller gender earnings gaps in workgroups when they are male-dominated. This relationship is stronger for less-advantaged workers, with supervisor gender and workgroup gender composition mattering more for “sticky floors” than “glass ceilings.”","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1177/07308884231162949
Sarah Damaske, A. Frech, Hilary Wething
We use the National Longitudinal Survey of Youth 1979 to identify group-based trajectories of unemployment risk as workers age in the United States. Our novel methodological approach reveals 73% of full-time workers spend much of their 20, 30, and 40 s with a relatively low risk of unemployment. The remaining sizable minority varies in the timing and relative degree of their unemployment risk. Eighteen percent experience early career unemployment risk into their early thirties, well after the transition to adulthood. Chronic unemployment characterizes the labor market experiences of the remaining 9%. When expanding the sample to all workers, we find two key differences: the overall prevalence of unemployment is greater each year for all groups and the distribution of respondents across groups differs, with fewer workers experiencing Lower unemployment and more workers experiencing Early Career or Higher unemployment. Unemployment risk is shaped by experiences of long-term unemployment in young adulthood and early labor market constraints. Moreover, while men and women appear equally at risk of Early career unemployment, men are particularly at risk of Higher unemployment. Black workers were significantly more likely to be at risk of Higher unemployment, but only slightly more likely to be at risk of Early career unemployment. Since Early career unemployment risk gives way to steadier work for most, this suggests that some men and some Black workers face disproportionately high levels of employment precarity. Our findings point to the importance of a life course approach for understanding the relationship between unemployment and labor market precarity.
{"title":"The Life Course of Unemployment: The Timing and Relative Degree of Risk","authors":"Sarah Damaske, A. Frech, Hilary Wething","doi":"10.1177/07308884231162949","DOIUrl":"https://doi.org/10.1177/07308884231162949","url":null,"abstract":"We use the National Longitudinal Survey of Youth 1979 to identify group-based trajectories of unemployment risk as workers age in the United States. Our novel methodological approach reveals 73% of full-time workers spend much of their 20, 30, and 40 s with a relatively low risk of unemployment. The remaining sizable minority varies in the timing and relative degree of their unemployment risk. Eighteen percent experience early career unemployment risk into their early thirties, well after the transition to adulthood. Chronic unemployment characterizes the labor market experiences of the remaining 9%. When expanding the sample to all workers, we find two key differences: the overall prevalence of unemployment is greater each year for all groups and the distribution of respondents across groups differs, with fewer workers experiencing Lower unemployment and more workers experiencing Early Career or Higher unemployment. Unemployment risk is shaped by experiences of long-term unemployment in young adulthood and early labor market constraints. Moreover, while men and women appear equally at risk of Early career unemployment, men are particularly at risk of Higher unemployment. Black workers were significantly more likely to be at risk of Higher unemployment, but only slightly more likely to be at risk of Early career unemployment. Since Early career unemployment risk gives way to steadier work for most, this suggests that some men and some Black workers face disproportionately high levels of employment precarity. Our findings point to the importance of a life course approach for understanding the relationship between unemployment and labor market precarity.","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-14DOI: 10.1177/07308884231176079
Debaleena Ghosh
{"title":"Book Review: The Opportunity Trap: High-Skilled Workers, Indian Families, and the Failures of the Dependent Visa Program by Banerjee, P.","authors":"Debaleena Ghosh","doi":"10.1177/07308884231176079","DOIUrl":"https://doi.org/10.1177/07308884231176079","url":null,"abstract":"","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48114097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/07308884231176081
Jonathan S. Coley
{"title":"Book Review: Strategizing Against Sweatshops: The Global Economy, Student Activism, and Worker Empowerment by M. S. Williams","authors":"Jonathan S. Coley","doi":"10.1177/07308884231176081","DOIUrl":"https://doi.org/10.1177/07308884231176081","url":null,"abstract":"","PeriodicalId":47716,"journal":{"name":"Work and Occupations","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46298039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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