Our thesis project aims to analyze the educational aspirations, practices, and investments of immigrant families from sub-Saharan Africa in France. The study focuses on families from countries such as Congo, Côte d'Ivoire, Cameroon, Senegal, Mali, and Guinea. It explores how these families integrate into the French educational system, considering factors such as discrimination and inequalities. This work stands out from previous research, which primarily focused on Maghreb, Turkish, or Portuguese families. It highlights the specificities of sub-Saharan immigrants, taking into account their geographical and cultural diversity. The use of confidential data from the "Trajectories and Origins" (TeO) survey is crucial for understanding educational trajectories, considering variables such as gender, birth order within the family, socio-economic status, and perceptions of discrimination.
