Reported is a study designed to determine the current status of acceptance of science misconceptions by college freshmen with poverty backgrounds and to determine the influence of integrated secondary education on educational development. A sample of 350 students was used as subjects for this study. They were selected to represent four distinct educational groups which included rural and urban students who attended segregated and integrated high schools. All had Southern backgrounds. Comparisons were made between the groups to determine if and how many science misconceptions were accepted by the students and to determine educational achievement in four academic areas. The basic instruments used were the A.C.T. Tests of educational development and the General Science Inventory Forms designed to detect the acceptance of science misconceptions. Data were also obtained by means of student questionnaires, records, and personal interviews. A t-test was used to compare the mean scores and standard deviations for significant differences at the .05 level. It was concluded that there was a significant sex difference in the academic performance of these students with the level of achievement for females higher. Based upon interview data, the difference is mainly due to males being subjected to a disproportionately higher degree of neglect, rejection, and isolation by white teachers, administrators, and students. (Author/EB)