| Course | INHE 4009 Cultural Humility and Diversity |
|---|---|
| Week | Week 3 |
| Paper type | Self-assessment |
| Length | About 570 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | BS in Integrative Health |
| Updated | October 2026 |
Free sample paper for INHE 4009 Week 3
Where I Stand and What I Did Not Notice: A Self-Assessment Placing Myself on Four Lines of Advantage and Admitting One Specific Assumption About Clients Without Email
Student Name
Walden University
INHE 4009: Cultural Humility and Diversity
Instructor Name
Month Day, Year
Where I Stand and What I Did Not Notice: A Self-Assessment Placing Myself on Four Lines of Advantage and Admitting One Specific Assumption About Clients Without Email
Four Lines
I place myself on four lines that shape how easily someone moves through health care.
Language: English is my first and only fluent language. I have never needed an interpreter, never wondered whether a form meant what I thought it meant, and never had a child translate my medical history.
Access to technology: I have a smartphone, home broadband and a laptop, and I check email several times a day. Online scheduling, patient portals and video visits are easy for me.
Schooling: I finished high school, completed an associate degree and am now in a bachelor's program. Academic and medical language is familiar, and I am comfortable asking a clinician to explain something.
Professional role: I am a practitioner in training at an integrative clinic, which gives me a small but real authority in the room. Clients answer my questions; I rarely have to answer theirs about myself.
Advantage I Did Not Notice
McIntosh (1989) described privilege as an invisible package of unearned assets that the holder is taught not to see. Her point is not that advantaged people have done anything wrong, but that their advantages feel like the normal state of things. That fits my four lines. None of them felt like an advantage before this course; they felt like how things work.
The Assumption I Admit
Here is a specific one. At the clinic, new clients receive an intake packet by email and are asked to complete it online before the first visit. When a client did not complete it, I assumed they were not very committed to coming. I said so to a colleague about a man in his sixties who arrived with nothing filled in, and I treated the first part of his visit as catching up on his lack of preparation.
He did not have an email address. He had a basic phone and no computer, and nobody had asked how he wanted to receive the forms. My assumption turned an access barrier into a judgment about his motivation. It came directly from the second line: because online forms are easy for me, I read failure to use them as a choice.
What the Admission Suggests
Cultural humility asks practitioners to examine their own assumptions continually rather than learn facts about others (Tervalon & Murray-García, 1998), and this example shows why. No fact about older adults or people with limited technology would have prevented my mistake as reliably as asking how he preferred to receive forms. The clinic has since added a question at scheduling about how clients want to receive paperwork, and I now ask before assuming. Practitioners in training are often taught to notice clients' cultures; what this exercise showed me is how much of my own position was invisible to me until a client paid for it.
What I Still Need to Examine
I suspect my comfort with academic language shapes how I explain things to clients, possibly in ways that sound condescending or too technical. I have no example yet, which is itself a reason to ask clients more often whether my explanations made sense. Anthropologists have argued that asking about what matters to the patient is more useful than learning lists of cultural facts (Kleinman & Benson, 2006).
References
Kleinman, A., & Benson, P. (2006). Anthropology in the clinic: The problem of cultural competency and how to fix it. PLoS Medicine, 3(10), Article e294. https://doi.org/10.1371/journal.pmed.0030294
McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.
Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125. https://doi.org/10.1353/hpu.2010.0233
What the INHE 4009 Week 3 instructions ask for
Self-assessment assignments in a cultural humility course ask students to examine their own social position and how it shapes their work with clients. Prompts often ask students to describe their background along several dimensions, use a reading on privilege or bias, and identify an assumption they hold. Instructors look for specificity and honesty. Assessments that list identities without connecting them to practice, or that describe biases in general terms without a concrete example, tend to be graded lower than those that admit a specific assumption, the moment it showed up and its effect on a client. Some prompts ask students to place themselves on a set list of dimensions; others let students choose.
How the INHE 4009 Week 3 example is put together
The assessment describes four lines of position in short paragraphs, each with a concrete example. A section applies McIntosh's idea of unearned, unnoticed advantage to those lines. The central section admits a specific assumption about a client without email, describes the visit and connects the mistake to the writer's comfort with technology. A section explains how cultural humility would have prevented it and what the clinic changed. A final section names an area still to examine, the writer's academic language, and admits there is no example yet. Each line of position is illustrated with a concrete example from daily life. The admission names the client's age and situation without identifying him. A closing section names a habit still unexamined and admits there is no example yet. The assessment runs about two pages.
INHE 4009 Week 3 rubric: what earns full marks
Instructors generally reward a specific admission, and the central example secures much of the grade. Placing oneself on several concrete lines earns credit for depth. Connecting the admission to one of those lines shows insight into how position produces assumptions. Using a classic reading on privilege accurately shows grounding. Reporting a concrete change at the clinic shows the admission led somewhere. Naming an area still unexamined shows the self-assessment is ongoing. Three sources, on privilege, humility and the limits of competence training, are cited accurately. Describing the client without identifying details shows care with privacy even in a self-assessment.
Common INHE 4009 Week 3 mistakes, and how to avoid them
Choose several dimensions of your own position, such as language, technology, schooling, income or professional role, and describe each concretely. Use your course reading to explain why these may be invisible to you. Then find one specific moment when an assumption affected a client or someone you served. Describe it honestly, including its effect. Say what you or your workplace changed. If finding a specific example is hard, a sample self-assessment built from your own experiences can help. Protect the privacy of anyone in your example. Describe the moment as it happened, not as you wish it had. Name the dimension your assumption came from.
Get a INHE 4009 Week 3 example written to your instructions
A self-assessment depends on material only you hold, so the sample shows form and depth using a composite incident. Send the prompt, the rubric and any framework your section names, and it comes back within 24-48h, free as a first request. The incident in your own paper has to be yours, and the desk will not invent one on your behalf.
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INHE 4009 Week 3 questions, answered
Where can I find a free INHE 4009 Week 3 sample paper?
The self-assessment with its specific admission is reproduced on this page.
What four lines of position are examined?
Language, access to technology, schooling and professional role.
What assumption does the writer admit?
That a client who had not completed emailed forms was not committed, when he had no email.
What does McIntosh's essay contribute?
The idea that advantages feel like the normal state of things to those who hold them.
What changed afterward?
The clinic now asks at scheduling how clients prefer to receive paperwork.