Information hazing is the use of information to directly and indirectly harass and/or exclude newcomers. This is common in spaces with strong social cohesion where the dominant group is wary of accepting individuals who do vary from the group. The tech industry and its pipeline, computer science education, are two places where the lack of diverse and varied voices has led to numerous social harms. We have collected 30 syllabi from CS1 courses across the US to explore how the courses governing documents, and syllabi, curate the computer science education knowledge commons. Our evaluation highlights areas of policy, research, and student perspectives that are out of alignment both with practice in academia and industry standards. Requirements stemming from the expectation of independent assessment within the academic environment versus the common practice of open information and collaboration appear to clash within the academic integrity policies of many computer science courses. These competing priorities create opportunities for undue harm that create a fertile ground for the spread of misinformation, disinformation, and malinformation. These are usually the unanticipated consequences of policies written in good faith, but still exhibit the toxic, stressful, and isolating impacts of hazing.

When people perceive that they are rejected by others, they may respond in positive ways to regain acceptance or in negative ways to achieve other goals, such as revenge. This chapter examines people’s negative responses to interpersonal rejection. After discussing conceptual issues that have plagued the study of rejection, the chapter examines five forms of extreme aggression in detail: school and mass shootings, intimate partner violence, hazing, retaliative suicide, and cyberbullying. The chapter examines evidence that supports a link between rejection and these five forms of aggression and discusses variables that influence the degree to which people respond aggressively to perceived rejection.