Research on science identity has gained significant attention in recent years, focusing on how students’ personal and social factors influence their engagement in STEM fields. Traditional studies have often emphasised qualitative approaches, which prioritise individual experiences and identity formation in localised contexts. However, this focus has led to a gap in macro-sociological perspectives that consider structural inequalities and broader social dynamics. Recent literature highlights the need for adopting different methodological approaches that take these structural aspects into account. Starting from this gap, this study incorporates large-scale quantitative analyses to deepen the understanding of how factors such as social background and school environment influence students’ science-related practices and dispositions. Thus, the Multiple Correspondence Analysis is employed to explore the relationship between science-related practices and student identities in German schools, utilising data from the 2015 PISA assessment. Drawing on Pierre Bourdieu’s concepts of habitus, field, and capital, the research examines how students’ social backgrounds, school environments, and parental support shape their science-related practices and attitudes. The findings illustrate how the alignment between students’ habitus and the field of science education plays a central role in shaping science identities. Furthermore, a model on the dependence of habitus and students` capital is presented.