Betrayal in the Safe House?

Problems arise when the subordinate group becomes insubordinate. When that group, for example, refuses to accept the inequities afforded by the dominant group, the group often becomes subjects to be studied and analyzed. The resistance is in part due to the constant scrutiny, to the constant reminders that it (education) has to be this way. Like those seeking the protection of the "Safe House," which by its very nature is not safe, I have no choice but to sadly concede to the truth of those reminders. I sometimes wonder if that sadness of "having no choice but to comply" is, in part, the underlying cause of some of the discipline problems encountered in the classroom. As an educator, I am one of the oppressors who say ever so elegantly, so guardedly, that "what you know, what you enjoy, who you are," is just not good enough. Sorry. The betrayal lies in the fact that all too often what I am asking, no, telling, some of my students to give up is so much more than what I am asking their peers to give up. Since the standard of what is right was not established by the minorities, it is, in a sense, asking them to be "white" (even if it is for their own good). Hence "Blacks {and other minorities} must retire their culture so that they may be {accepted} by the majority."
I see the P.E.O.P.L.E. Program as an attempt to create somewhat of a "Safe House" for minorities. In this context, however, I see it more as an effort to acclimate students to what could easily be an overwhelming campus experience. Like the African American students in Canagarajah's observation, many of them have resorted to some minor forms of a multivocal literacy. Some have questioned every writing assignment I have presented. I have concluded that that is more a result of their not being into the program rather than anything else. It is interesting to note, however, how they have resorted to their "vernacular language" via texting, small groups, and native languages. My question is, to what extent does this Safe House (P.E.O.P.L.E.) meet the needs of the minority students when school is in its full scale session? Ideally, students in the Program will have the safety of knowing each other, being able to, if necessary, seek out members of the "Safe House," but also join other student groups.
One final issue: I sometimes wonder if in our well meaning efforts to relate to the students in the PEOPLE Program, if we do not go overboard in our selection of materials, trying too hard to let them know that "I know you have not seen enough of your self in the texts that you read in school, so let's read this story about your culture." Due to the sensitivity of some students, even such inclusions must be done in moderation.