In educational settings, the concepts of environment, culture, and climate are often used interchangeably, but climate also has a more narrow meaning that focuses on organizational attitudes and behaviors that foster organizational patterns and atmospheres. From this perspective, the physical artifacts of a school, office, or other organization can be viewed as powerful nonverbal communicators of climate. What do these artifacts communicate about equity climate? What are the messages regarding differentiation from the dominant culture status of "white," "male," "heterosexual," and "able-bodied" in physical characteristics, gender, race, ethnicity, and sexual orientation? The purpose of this article is to present a taxonomy based on the methodology of visual anthropology (photographing physical artifacts) to come to an interpretation of the climate of schools as educational organizations. (Contains 1 figure.)