The purpose of this presentation is to discuss the family diversity, socioeconomic conditions and educational practices of parents of students of mixed origin, comparing those with the ones from native peers and other children of immigrants. Are they different from migrant and native families? Do the educational practices of these families differ from other families? Do the mixed origin students perform differently in school? The analysis is based on data from a mixed-method research, finished in 2013 - ITEOP (Survey of Educational Pathways and Vocational Orientations), involving 1,194 9th-grade students (aged 14-19), surveyed at 13 schools in the Lisbon, Setubal and Faro regions, in Portugal. Surveyed students include 789 natives and 405 children of immigrants; within these 95 are multiracial and multi-ethnic, combining Portuguese and other origin (74% African). The analysis will integrate dimensions such as the migratory profile, social conditions, educational, cultural and communication practices developed in the family. Within the mixed origin students’ parents we find distinctive family structures, social profiles, and modalities of educational support. These mixed families are socially more privileged when compared to immigrant families; and sometimes even with the native families. They show predominantly nuclear and blended family structures, higher academic qualifications, levels of activity and insertion in qualified professions. These differences distinguish them from immigrant families and translate in specific educational practices and outcomes.

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Mixed parentage,Education,Family,Educational practices