How the ASCA National Model Promotes and Inhibits Safe Schools for Queer Youth: An Inquiry Using Critical Theory

Abstract

This article expands the discussion on safe schools for queer youth by utilizing critical theory (Parker, 2012) to interrogate the American School Counseling Association's National Model (ASCA; 2012). Within this article the ASCA National Model is reviewed and summarized. The author introduces foundational information about critical theory. Drawing on a case vignette from professional school counseling practice, the author argues that the ASCA National Model may be used as a tool for confronting or maintaining the heteronormative status quo within schools, depending upon the critical consciousness of the professional school counselors who use it. Finally, the author provides suggestions for revising the ASCA National Model in a manner that will more effectively interrupt heterosexual and cisgender hegemony to advance safer schools for queer and transgender youth.

KEYWORDS:

• advocacy
• ASCA
• critical theory
• heteronormativity
• LGBT
• queer theory
• school counseling
• social justice