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The academic success of immigrant children is often considered paradoxical, because it characterizes a phenomenon that is different from normal observation: the minority going up the social ladder contrasts sharply with the academic failure of most working-class students. The emphasis educational sociologists place on explaining the paradox reads like an effort to return to more normal observations. The Spé-IEP preparatory class, which provides us with rich biographical material, reveals the possible connection between a model of educational morality for working-class families and the self-created identity that previous academic successes may have brought about (confidence in one’s capacities and a feeling of recognition). It becomes therefore relevant to abandon the weight of family heritage in academic paths and consider the assumption of ongoing socialization (Darmon 2006).