One of the most universally recognized mechanisms in the sociology of education is the Pygmalion effect: the expectations and prejudices of teachers (from a position of power), projected onto the students, have the potential to become a self-fulfilled prophecy--either positive either stigmatizing. But what elements are used to build these expectations? In this interaction how relate Pygmalion (professors and directors expectations) and Galatea (stigmatized students strategies)? What institutional and political alternatives can be used to combat these--racist?--prejudices? Based on a research of young immigrants pathways from various ethno-racial groups (mostly Latinos), over the period 2007-2011, this article exposes that: moreover than the critical importance of teachers in students' pathways, it is also important reconsider how the perceptions and strategies of stigmatized students are nuanced, ambivalent, and creative.