Participation in science is unevenly distributed among secondary school students, depending on gender, social class, and ethnicity. In the present study, the influence of the home environment on students' chemistry self-concept is investigated as a factor for explaining participation in science. For this, the sociological lens of chemistry capital is employed. A mixed methods study (N=48) was conducted using quantitative data about self-concept and related variables (need for cognition, incremental theory, perception of language) and qualitative interview data on chemistry capital. The data suggest that chemistry self-concept is not related to chemistry capital in quantitative terms. However, the investigation of the qualitative dimensions suggests that chemistry capital in the home environment might change the frame of reference against the backdrop of which students interpret their abilities. We propose the interpretation that students compare their abilities in chemistry with significant others at home. If parents possess chemistry capital, this might lead to more negative evaluations of their abilities which can be counterbalanced by comparisons with classmates. If parents do not possess chemistry capital, the students might perceive themselves as more competent. Further investigations are needed to test this hypothesis. The results and the integrative mixed method approach will be discussed.