the paper explore how orienting practices carried out by school teachers at the end of lower secondary school may contribute to (re)produce the educational, social and occupational marginalization of second generations immigrants within the Italian context. In a context of increasing scholastic competition, the research show the processes at stakes in making second generation immigrants assuming a marginal identity within the educational field. However fieldwork allow to enlighten cases of symbolic resistance, of opposition to the hegemonic classification and, thus, of negotiation of high educational ambitions. It is shown how cultural and symbolic resources available to immigrant students and their families in their everyday life context may condition their relationship with scholastic system of classifications.
Keywords: Educational inequalities; school choices; school guidance; symbolic violence; second generations.