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This article investigates the schooling of Rom children in order to question the concept of integration. Using a socio-anthropological approach, the author highlights that dropping-out is a social process produced by the interactions between educational institutions and families. In this process, the strategies of women and mothers play a central role. They make decisions based on multiple experiments of interactions with institutions which transform the institutions themselves, in particular when they make the choice to belong to mixed couples (Romani/French or of North African origin), and to possibly move out from the Romani community. Mixed couples embody a form of otherness and contribute to create new norms and to forge new identities, both at school and in the family.