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While sociology often pretends it may “defatalise” (following Bourdieu and Passeron’s wordings), its results are often perceived as demobilizing, being so deterministic. To overpass this trap, the sociologist may of course underline the limits of his or her own analysis, but more important, he or she should be aware of what the other fields of research bring about, lighting the micro dimension of school phenomena, among which and besides educational sciences themselves, the most important and less used is certainly social psychology. The article presents a short synthesis of what this speciality brings to better understand a crucial resort of the reproduction of social inequalities in school, i.e the internalisation of the meritocratic ideology.