This study explores typologies of modes of ethnic boundary-making among upper secondary school students in one school in Oslo, Norway, which has witnessed a seismic shift in its uptake of students who are mainly from non-White or "immigrant" backgrounds. Wimmer's typologies of modes of boundary-making--"contraction" and "blurring"--provide a useful heuristic framework to situate our findings. We employ an ethnographic approach in teasing out the challenges posed by a reconfiguration of majority-minority relations in an increasingly fragmented educational landscape where the elasticity of a discourse of egalitarianism has come under severe strain. Our study covers roughly two and a half school terms. Four classrooms in total--three first year classes and one final year class--have constituted the locus of study (91 students in total). The study finds that the stigma of difference is transvaluated into a discourse of empowerment.