Dr. Sue Rosser became Provost Emerita at San Francisco State University, after serving as the Special Advisor for Research Development and External Partnerships for Academic and Student Affairs at the Chancellor’s Office of the California State University System (9/16-9/20) and as Provost and Vice President of Academic Affairs at San Francisco State University (8/09-9/16). She was the Dean of the Liberal Arts College at Georgia Institute of Technology (9/99-8/09), where she held the endowed Ivan Allen Dean’s Chair of Liberal Arts and Technology. Her research focuses on theoretical and applied aspects of women, science, health and technology, and she has authored over 140 journal articles and 14 books, the most recent being Academic Women in STEM Faculty (Palgrave Macmillan: 2017) and Breaking into the Lab:  Engineering Progress for Women inScience (NYU Press: 2012).

She has held several grants from the National Science Foundation (NSF), including from 2001-2006 serving as co-PI on a $3.7 million ADVANCE grant, PI on InTEL: InteractiveToolkit for Engineering Learning ($900,000), Bridge to the Future for GIs ($217,732), and PI on an IT Catalyst ADVANCE grant ($250,000). She has served as a member of the external advisory board for more than a dozen ADVANCE grants as well as Senior Program Officer for Women’s Programs at NSF (1993—1994). She served as a Clayman Fellow at Stanford (2007-2008) and was on the American Association for the Advancement of Science Executive Board (2010-2014). Rosser received her B.A., M.S. and Ph.D. in Zoology from the University of Wisconsin-Madison.

Towards a Better Understanding of the Experiences of FB/FT STEM Faculty: A Systematic Review and Qualitative Meta-synthesis of the Literature through Intersectional Lenses of Gender and Race/Ethnicity

Limited research has focused on the experiences of foreign-born/foreign-trained(FB/FT) faculty compared to the United States-born/United States-trained(USB/UST) faculty, and even fewer have used the intersectional lens of gender to explore issues faced by FB/FT women faculty compared to either FB/FT men faculty or USB/UST women faculty in STEM departments. This systematic review and meta-synthesis of extant qualitative literature on FB/FT faculty using intersectional lenses of gender and of race/ethnicity should provide valuable information that might be used to determine policies and practices tailored to better enhance inclusion, career success and retention of both FB/FT and USB/UST faculty of all genders and race/ethnicities.