No matter where my career takes me, I will continue advocating for bilingual education and ensuring that all students have access to equitable and meaningful learning opportunities.
A first-generation college student from the Valley, born and raised in McAllen, Marcy Peña attended the College of Education to pursue her passion for bilingual education. When she graduates this spring with a bachelor’s degree in early childhood through sixth grade education and a minor in social work, she’ll leave behind a legacy of mentorship and tutoring to incoming and fellow students.
Peña was a member of the first cohort of Hook ’Em Here Harlingen, returning as a mentor following her internship. She was also a Charles Butt Scholar and a member of Sigma Lambda Alpha Sorority.
Her dedication to bilingual education is evident in her active involvement in the National Association for Bilingual Education (NABE), the Texas Association for Bilingual Education (TABE) and as president of the Bilingual Education Student Organization (B.E.S.O).
Earlier this year, Peña gave the keynote at the National Bilingual Education Conference.
Marcy stands out as both a student and future bilingual educator because of her intentionality and genuine passion for serving others,
said Paola Martinez, associate academic advisor and mentor. She has consistently demonstrated strong leadership, approaching every role with purpose and integrity, and holding herself to a high standard in both academic and professional spaces. She is deeply committed to bilingual education and brings that commitment to life through her advocacy, her ability to connect with others, and the way she communicates with clarity and care.
Q&A with Marcy Peña
What drew you to The University of Texas at Austin initially?
My parents moved to the United States from Mexico before I was born to expand our access to a better education. From a young age, both my family and my schools emphasized the importance of earning a college degree as a pathway to a stable and meaningful career. Since before kindergarten, I’ve wanted to become a teacher – and that has never changed.
During my senior year of high school, I applied to several Texas universities with strong elementary education programs. UT immediately stood out when I learned it offered a bilingual education track. Having grown up speaking Spanish, the opportunity to teach in both languages felt like a natural fit. UT’s strong reputation, along with the financial aid and scholarship support, ultimately made it the clear choice.
Did you always know you wanted to study bilingual education, or did that interest develop over time?
From a young age, I knew I wanted to be a teacher. I admired the lasting impact my teachers had on their students and the role they played in shaping confidence. Although I didn’t attend public schools, I became especially interested in bilingual education after learning that these programs are accessible to all students.
Over the past four years, my passion for bilingual education has grown significantly. I’m committed to advocating for emergent bilinguals and expanding access to high-quality bilingual education.
What were some of your favorite aspects of the early childhood through sixth grade education program? In what ways has it prepared you for your career?
The program has prepared me to effectively support Spanish-speaking students through both strong academic training and practical experience. I’ve learned to approach teaching with intention and cultural awareness, developing skills in designing meaningful lessons, creating a safe and inclusive classroom environment and adapting to students’ diverse needs. Most importantly, the program has strengthened my confidence as a teacher.
I now have a deeper understanding of culturally responsive teaching, biliteracy development, and how to create classroom settings where all students feel seen and valued.
When you graduate, you’ll leave behind a legacy of mentorship. How did mentoring fellow students impact your academic journey?
I began mentoring during my sophomore year, at a time when I was still building my own confidence and experience as a teacher. Stepping into that role early on pushed me to grow not only as a student but also as a leader. Over the course of my time here, I’ve mentored nearly 100 students both inside and outside the college.
Mentoring has been an incredibly rewarding experience for me – it reignited my passion for helping others learn and succeed while allowing me to build meaningful connections through guidance and support. These experiences have shaped my identity as an educator and strengthened my commitment to creating supportive, inclusive learning environments.
What was your experience like as a member and student teacher of the first cohort of Hook ’Em Here Harlingen?
Being part of the inaugural HEHH cohort was a valuable learning experience that pushed me to step outside my comfort zone. As the first group, we helped shape the program by offering feedback on what was working while navigating new processes along the way.
Despite moments of uncertainty, I’m grateful that our experiences helped pave the way for future cohorts. As a student teacher in my first year, I gained meaningful hands-on classroom experience that strengthened my confidence in both teaching and mentoring. I especially enjoyed supporting the second cohort – sharing my insights and helping them navigate the program. It was equally rewarding to watch them grow in their own journeys.
Looking ahead, where do you see yourself in the future? Do you plan to pursue additional roles in bilingual education?
My time at UT has taught me the importance of taking things one step at a time. While I remain deeply committed to advocating for access to bilingual education, my long-term goals extend beyond the classroom. I’m interested in pursuing school or district leadership roles where I can have an even broader impact on students, educators and bilingual programs.
At the same time, I’m invested in staying connected to my community through active involvement in organizations such as the National Association for Bilingual Education and the Texas Association for Bilingual Education. No matter how my career evolves, I will continue to work toward ensuring that all students have access to equitable and meaningful learning opportunities.
