Reported is a study to: (1) investigate the effects of two junior high science curricula on the acquisition of selected process skills of science, and (2) determine the effects of sex and race on the acquisition of science processes by students. Comparisons were made between performances of students enrolled in Intermediate Science Curriculum Study (ISCS) and Introductory Physical Science (IPS), between male and female students, and between white and non-white students. Scores on the Process of Science Test (POST) were used as the criterion measure. The experimental group consisted of 88 students (67 white, 21 non-white; 47 male, 41 female). The control group was composed of 79 students (65 white, 14 non-white; 41 male, 38 female). All were eighth-grade students who had completed a life science course in seventh grade. There were no significant differences between groups on verbal, math, and science, or abstract reasoning ability for the first equivalence comparison. When analysis of variance was performed with POST scores as criterion and treatment and race as variates, a significant racial effect was observed. Using analysis of covariance, no significant differences between treatment groups, sex groups, or racial groups were identified when ability, math ability, science ability, and abstract reasoning ability were controlled statistically. The investigators concluded that neither IPS nor ISCS-Level II removed racial differences in acquisition of science processes. (Authors/PEB)