Family cultural capital and academic achievement: the mediating roles of habitus and field

The findings indicate that, within the Chinese context, family cultural capital does not directly enhance academic performance. Instead, its benefits are realized indirectly through the development of adaptive habitus and alignment with school field dynamics. This aligns with Bourdieu's emphasis on field-specific capital valuation and highlights the importance of contextual factors, such as Confucian-influenced parental expectations and institutional environments. The study underscores the need for educational policies that foster habitus development and field integration to mitigate inequities.