Description: The present study was designed to provide an integrated understanding of school grades and psychological disengagement among ethnic minority students. For that purpose, the relative contributions of their ethnic identity, acculturation orientations, and perceptions of parental involvement to their academic grades were first examined. Second, it was tested whether academic self-esteem mediated the relationship between academic grades and psychological disengagement. Arabic French junior high-school students completed a questionnaire assessing their ethnic identity, acculturation orientations, perceptions of parental involvement, academic self-esteem and trend toward the devaluing and discounting facets of psychological disengagement. Their academic grades in the main courses were obtained from the school records. Perceptions of parental involvement clearly displayed the strongest contribution to students academic grades compared with both acculturation orientations and ethnic identity. Academic self-esteem mediated the relationship between grades and both facets of disengagement, while this pattern was less clear for the devaluing process.