Evaluation research of the human relations component of a larger project that attempts to bridge the black-white cultural gap in the Louisville school system is the basis of this paper. The overall purpose of this major component is to enhance positive attitudes toward intercultural, racial, and ethnic relations and understandings through curriculum content and by humanistic teaching methods and not necessarily by direct teaching about attitudes and understandings themselves. The project includes the experimental treatment of an elective social science course in urban sociology at two high schools--a 100 percent black inner city school, and a 99 percent white upper middle class suburban school Control groups for the quasi-experimental design are regular social science courses at the two schools. Instruments administered include a personality inventory, a self-concept scale, and a racial and ethnic attitude questionnaire. It is concluded that a general approach, while potentially effective in changing attitudes will do so in unpredictable ways, and that even positive changes in attitudes and understandings must be differentiated from liking or accepting perceived race characteristics. It is suggested that attitudes be looked at one at a time, examined situationally, and then followed-up on an item-by-item basis. (Author/AM)