During the last two decades, the number of international or foreign-born/foreign-trained (FB/FT) faculty has increased dramatically in many STEM academic departments, so that they now constitute a substantial majority of faculty in most engineering, computer science, physical sciences, and mathematics departments in the USA. Limited research has focused on the experiences of FB/FT faculty compared to the US-born/US-trained (USB/UST) faculty, and even less has used the intersectional lens of gender to explore issues faced by FB/FT faculty in these departments. A systematic review reveals that FB women appear to have different experiences and different workload assignments and that their retention depends partly on their integration into the broader community as well as their department and institution. US immigration policies, along with the political situation in the country of birth, have significant impacts upon both the numbers and country of origin of FB faculty in the USA, who tended initially to cluster in R-1 institutions. The pull of family and friends in the country of origin makes many FB faculty feel that they are not at home either in the USA or their country of birth. These findings might be used to determine the policies and practices to facilitate FB/FT women’s success in academic workplace environments evolved and traditionally populated by USB faculty.