To determine why blacks are underrepresented in the field of nursing, a three-year nationwide study was undertaken to examine and evaluate the recruitment and retention strategies used in schools of nursing, and to identify the most successful ones. Forty schools in 16 states were selected by their geographic and program representativeness; they offered associate, diploma, and baccalaureate programs in nursing. Data were collected by questionnaire. It was found that (1) the presence and activities of black faculty had a direct bearing on recruitment and retention, even while these faculty members were carrying out all other faculty responsibilities, and (2) these faculty had significant career barriers. White faculty members in integrated (i.e., not predominantly black) schools were more supportive of their school's recruitment and retention efforts than black faculty, although they were less aware of the efforts currently underway. Schools in southern and western states were most successful, overall, and predominantly black schools had more success with retention than integrated schools. Faculty background and attitudes were found to be significant variables in school success, as were innovations in scheduling, course choices and course loads, and teaching methods. (MSE)