This article offers a renewed analysis of the identity building strategies of young immigrants (16-18 year-olds) in the context of pluralistic and individualized societies. Basing her analysis on sociobiographical interviews held in contrasting establishments in Belgium’s French community, the author decrypts these identity strategies from a dual perspective. From a synchronic point of view, she analyses the mobilized identity and linguistic repertoires in relation to the contexts of the schools attended. In socially disadvantaged contexts, the identity repertoires oscillated between two poles : an « essentializing » repertoire and an « anomic hybridization » repertoire. These linguistic repertoires are dominated by a non-reflexive hybridization logic. In socially-advantaged contexts, the identity repertoires oscillated between an assimilationist pole a variety of non-assimilationist strategies (reflexive hybridization, strategic diffraction…), the linguistic repertoires being part of a strategic and reflexive use of differentiated codes. From a diachronique point of view, the second part of the article tackles the role of the students’ trajectory in building these repertoires. The weight of normative expectations of the establishments the students successively attend, as well as the role of school players in the activation of these repertoires are revealed. The final typology goes beyond the classic opposition between assimilation and success, as well as difficult school experiences and « ethnicization ».