Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students’ brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students’ creativity.

对创造力的传统定义和评估往往忽略了识别黑人学生才华的复杂性，导致缺乏机会和资金。此外，即使得到认可，黑人学生也经常被引导到不利于他们种族认同的积极发展的项目中。通过对 155 份出版物的系统审查，我们开发了 BlackCreate 框架，以说明有效的黑人创意教育体验 (BCEE) 如何为创意表达和教育创造逃亡空间。在这些空间中，社会压迫和社区资产都被明确讨论为创作过程的一部分，为学生提供了适应性应对和解决系统性不平等的方法。鉴于这些发现，