2601 Gentilly Boulevard
New Orleans, Louisiana 70122
Assistant Professor of Public Health
Location: PSB 110E
A native of Louisiana, Dr. Antoine-Hardy received a Bachelor of Science in finance from Southeastern Louisiana University in Hammond, Louisiana. She continued her education pursuits in business and moved to Los Angeles where she attended American Intercontinental University and received an M.B.A. in global management. She held several positions in the business arena as a stock broker for Morgan Stanley and as a business owner. After many years of working in the business arena, she decided to purse a career in public health. Dr. Antoine-Hardy went on to earn a Master of Public Health degree from Armstrong State University in Savannah Georgia. She continued her training in public health and received a Doctor of Public Health in community health behavior and education from Georgia Southern University in Statesboro Georgia. After 25 years, Dr. Antoine-Hardy decided to return to her home state as a faculty member in the School of Population and Health Sciences.
Dr. Antoine-Hardy’s research is motivated by today’s fragmented society which is plagued by structural racism, health and social inequities. She utilizes community-based participatory research (CBPR) and other social and behavioral theoretical and conceptual frameworks to examine the intersection of neighborhood racial segregation, environmental exposures, and socioeconomic status and its impact on health outcomes and education and employment opportunities. She has collaborated with other scholars on research projects including (but not limited) “The Willow Hill Community Health Assessment: Assessing the Needs of Children in a Former Slave Community, which was published in the Journal of Community Health" and “The Willow Hill Community Education Assessment: Assessing the Education Needs of Children in a Former Slave Community”, published in the Journal of African American Studies. Since her recent tenure at Dillard University, Dr. Antoine-Hardy has collaborated with Tulane University and Arizona State University to submit a grant to the EPA, in the amount of $1.5 million dollars to fund a research project entitled, "Cumulative Health Impacts at the Intersection of Climate Change, Environmental Justice, and Vulnerable Populations/Life stages: Community-Based Research for Solutions". In addition, she has received a REI grant in the amount of $25,000 to fund a research project titled "Using the Theory of Planned Behavior (TPB) to Predict the Uptake of COVID-19 Vaccination in Adults: Probing Racial, Age, and Gender Differences".
Her dissertation was driven by a theoretical understanding of human behaviors that affect health and the application of that knowledge to promote effective health behavior change. She investigated possible predictors that affect the intention of people with epilepsy to adopt cannabis for therapeutic purpose (CTP), explore perceived barriers to CTP, as well as assess individuals’ beliefs about their personal need for anti-epileptic drugs (AEDs). Dr. Antoine-Hardy is well versed in research methodology with experience in study designs employing both both qualitative and quantitative methods. Her dissertation employed a concurrent nested-triangulation study design that used quantitative method to collect data on cognitive representations of prescribed medications, more specifically the questionnaire assessed concerns about prescribed anti-epileptic medications based on beliefs about the danger of long-term toxicity and the adverse effects. Dr. Antoine-Hardy has committed her research to improving health outcomes for socioeconomically underserved racial and ethnic minorities through translational research.
Dr. Antoine-Hardy is committed to provide students with high impact learning experiences that will enhance their intellectual growth towards becoming more informed and civically-engaged members of society. Her approach to teaching embodies a philosophy that incorporates the use of several techniques that are designed to engage students in their own learning as well as create a classroom to enable students to learn the course concepts and demonstrate learning outcomes through assessment. As a professor, she prefers to not fit the material into the same pedagogical box. She believes classes are better taught focused on a discussion of a single question or quotation. Since public health is an interdisciplinary field that requires students to be immerse in the course content, Dr. Antoine-Hardy composed her courses to underscore the application of critical thinking skills in order to foster deep learning. Additionally, in order to help students engage in collaborative learning that facilitates “real-world” problem solving, she assign activities (assignments/ projects) that are designed to help students develop research and writing skills.
Currently, Dr. Antoine-Hardy is embarking upon new pedagogical approaches to learning such as service-learning. Service-learning pedagogy composes educational experience in which students participate in service activities that meets specific community needs. It enables students to reflect on the service activity in a way to gain a better understanding of course content, thus promoting a broader appreciation of the discipline as well as an enhanced sense of civic responsibility.
Research interests: Impact of socioeconomic status, residential segregation, racism, and power structures on the health outcomes among racial/ethnic minorities.
2601 Gentilly Boulevard
New Orleans, Louisiana 70122