Parental involvement and capital heterogeneity in academic achievement among Chinese music majors

Drawing on Bourdieu’s theory of capital, this study examines how family economic, cultural, and social resources influence the academic achievement of undergraduate music majors in China, and the mediating role of parental educational involvement. A cross-sectional survey of 266 students from eight Beijing universities was conducted, collecting demographic, family capital, and academic performance data. Quantitative analysis shows all capital dimensions correlate positively with performance, with cultural capital most influential (r = 0.323, p < 0.001). Heterogeneity analysis indicates stronger cultural capital effects for female students (r = 0.458, p < 0.001) and social capital significance for rural students (r = 0.315, p < 0.01). Parental encouragement mediates ∼7% of the capital-achievement relationship. The findings highlight the need for targeted policies to enhance cultural capital and optimise the translation of social capital within higher music education.