Drawing on Bourdieu's ideas, Fuller (2009) adds to the theoretical understanding of structure and agency by considering how young people shape their educational identity and how this identity is often the result of messages reflected at them, for example, through grades, setting and gendered expectations. Social location is considered important but its role is complex. Her work considered the importance of understanding the ways that individuals identify within an academic discourse, a discourse that typically situates young people dichotomously; as those who will achieve and those that will not. Understanding the importance of areas such as self-efficacy, confidence and resilience in shaping educational identity at the level of agent and subsequently, educational attainment and aspirations, has been central to her most recent work.