Adam Socha/FGCU/Graffiti

According to the U.S. Department of Justice, graffiti is defined as the wide range of markings, etchings and paintings that deface public or private property. An estimated $12 billion a year is spent cleaning up graffiti in the United States. Graffiti contributes to lost revenue associated with reduced ridership on transit systems, reduced retail sales and declines in property value. According to the U.S. Department of Justice graffiti is not an isolated problem. It is often related to other crime and disorder problems, including: Public disorder, such as littering, public urination and loitering. Shoplifting of materials needed for graffiti, such as paint and markers. Gangs and gang violence, as gang graffiti conveys threats and identifies turf boundaries. Property destruction, such as broken windows or slashed bus or train seats. According to the U.S. Department of Justice, there are 4 different types of graffiti: Gang graffiti, often used by gangs to mark turf or convey threats of violence, and sometimes copycat graffiti, which mimics gang graffiti. Tagger graffiti, ranging from high-volume simple hits to complex street art. Conventional graffiti, often isolated or spontaneous acts of “youthful exuberance,” but sometimes malicious or vindictive. Ideological graffiti, such as political or hate graffiti, which conveys political messages or racial, religious or ethnic slurs. Peer pressure, boredom, lack of supervision, lack of activities, low academic achievement, and youth unemployment all contribute to participation in graffiti. In order to successfully deal with this problem parents need to monitor the activities of their children more closely. Citizens need to be more aware of the problem and community involvement should increase. Citizens need to do the right thing and call the local police department when they see graffiti in progress.

 http://www.cops.usdoj.gov/files/RIC/Publications/e07042448.pdf

This entry was posted on 16. November 2009 at 16:50 and is filed under Social Problems. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response or trackback from your own site.