This paper investigates the impact of family cultural capital on the academic performance of Chinese middle school students, considering gender differences. A multiple linear regression model was used on data from 1036 students in four representative Beijing middle schools. Institutionalised and objectified cultural capital (parental education, household book collections) showed a positive effect on school outcomes. Embodied cultural capital (cultural activities) had mixed effects. Significant gender differences were observed; mothers' education strongly influenced girls' achievement, while fathers' education influenced boys' English and overall achievement. The study highlights the complex relationship between cultural capital and academic success and suggests improving collaborative education among schools, families, and society, focusing on vulnerable groups and providing tailored education.

Hui Jin, Shi Jiao, Xu Ma, Yunan Xia