The communication will be based on an ethnographic research focusing on four student specific help project in Rennes (France).  Research about student specific help project usually focuses on marks as an indicator of the efficiency of the project. Yet, a thorough analysis with a qualitative approach shows that they are not only, for the recipients, a means to obtain better school results. This research tends to see student specific help project as a response to social needs going beyond schooling. From this point of view, we suggest to consider children's presence within these assets as a more general appropriation of the various local children-dedicated places and sociocultural activities. We think that the so-called « popular » families, french-speaking or not, develop elaborate educational strategies in spite of their truancy or distant relationship with School (it should be noted that the spatial context is Maurepas, a Rennes district with high unemployment, where more than 45 different cultures mix and where schools are classified  “ZEP” (Educational Priority Areas)).  For instance, the first result shows a gender difference in the reappropriation of pupil specific help project. For boys, student specific help project are a place where they can do their homework and play on computer with their friends, it’s also a place where they can speak with adult volunteers coming from other areas of the city and other social classes. As for girls, student specific help project are a place where they can do their homework, play on computer  and speak with adults but it’s also an activity in which they “learn” parental duties like helping brothers and sisters to do their homework, being careful to respect adults. When young children have problems they call their sisters not their brothers, and girls have to stop her homework to go to the supermarket when something must be bought for home. Girls also have to take care of their siblings during the distance from school to project and project to home…Parents don’t delegate this kind of responsibilities to boys. When there is no sister, a parent or the specific help project’s referent drive them home. Furthermore, we observe that student specific help project wich is mathematic specialized welcome more boys and the one wich is literature specialized welcomes exclusively quiet girls. So we can see a gender  reappropriation by the specialization of the pupil specific help project. Nevertheless, specific help project are also particular places where girl can meet adults who speak with them about academic choices. Adults often make girls more confident. They help them write or complete their academic choices application for admission.  In fact, specific help project can be a place where girls will integrate the future parental duties but it can also be considered as a place where they are helped to build their scholar and professional plans. 

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