This chapter considers how stigma associated with minority backgrounds shapes the educational experiences of students in racially segregated schools. It contends that stigma can engender feelings of alienation and disempowerment. Through qualitative case studies and theoretical frameworks informed by Erving Goffman and Michel Foucault, the chapter explores the relationship between identity and educational environments, accenting how systemic racism can constrain personal growth and belonging. By emphasizing the salience of inclusive teaching practices that support minority identities, it argues for a paradigm shift in educational approaches. The authors call for empowering students through culturally responsive pedagogy, enabling them to challenge stereotypes and engage critically with their own histories. Ultimately, the chapter argues that furnishing students with tools for empowerment can catalyze resilience and a shared commitment to building inclusive school communities, transmuting negative experiences into spaces for growth and understanding.