Table 5.

Results of the Ancillary Analysis Comparing Qualitative Findings of Gender-Sexuality Alliance Advisors' Responses with the Open-Ended Question About Activities That Took Place During the Past Year to Support Transgender Students Across Levels of Advisor Self-Efficacy to Address Transgender Issues

Advisor self-efficacy level	Findings from qualitative analysis
Low self-efficacy (score of 13–19)	Includes six responses that did not indicate any activity to support transgender students. About one quarter of responses included language specific to diverse genders.
Moderate self-efficacy (score of 20–22.5)	Includes one response that did not indicate any activity to support transgender students. Activities tended to reflect actions other than discussion to support transgender students. About half of the responses used language specific to diverse genders.
High self-efficacy (score of 23–25)	All responses reported activities to support transgender students. Activities tended to reflect discussions about gender. About half of the responses used language specific to diverse genders.

Language specific to diverse genders implies the use of terms specific to transgender youth such as “transgender” or “gender neutral” rather than terms that may be considered inclusive of but not specific to transgender youth such as “LGBTQ” or “ally week.” Actions other than discussion refers to activities that are not only discussion based such as “conducting a review of school policies related to gender.” Discussion activities refers to discussion that took place during regular GSA meetings.

LGBTQ, lesbian, gay, bisexual, transgender, and queer/questioning.