Thanks, aeh.

After reading the article you linked, I skimmed the website of the Classical Studies organization.
I saw an article on integrating transgender studies with the classics.
This causes me to question: why not integrate gifted studies with the classics?!

A websearch shows the US percentage of the population which self-identifies as transgender: 0.58% on average, 2.77% in DC
https://worldpopulationreview.com/state-rankings/transgender-population-by-state. Meanwhile, with 2.5% of the population identified as gifted (IQs above 130), and an even higher percentage when IQs above 120 are considered... it appears that there is a much larger number of gifted persons than trans persons (regardless of potential intersectionality).

It would be beneficial to affirm, validate, support, and protect invisible, overlooked gifted persons, for example, by including the study of gifted populations in Humanities, alongside other populations currently studied. Such efforts might increase cultural tolerance, acceptance, and inclusion of diverse, divergent, creative, out-of-the-box thinkers and thereby reduce or eliminate societal problems such as:
1) Misdiagnoses, alienation (SENG YouTube video)

2) Suicide, alienation - https://www.sengifted.org/post/seng-s-25th-anniversary-conference-reflections-on-seng-s-history
3) Drugs, incarceration, alienation - https://www.sengifted.org/post/at-risk-gifted

Beyond those thoughts on Humanities in general, there is concern for changing the focus of college/university offerings away from "liberal arts" and toward job training... this old post comes to mind, which links several discussion threads:
http://giftedissues.davidsongifted....ing_out_of_CTY_and_decre.html#Post244668

Bottom Line: Is Howard U, a top HBCU, following the best course of action for its students?