This research aims at: 1) Finding out the school management implementation based on responsive gender in SMK Muhammadiyah Wonosari; 2) Finding out the school management implementation based on responsive gender in SMK Muhammadiyah 1 Playen; 3) Finding out a more responsive gender school comparison in terms of the management implementation between SMK Muhammadiyah Wonosari and SMK Muhammadiyah 1 Playen. This research was qualitative descriptive field study. The subjects of this research were SMK Muhammadiyah Wonosari and SMK Muhammadiyah 1 Playen. The data collection method was interview, observation and documentation. The data analysis technique was analytical descriptive method. The conclusion drawn from this research are: 1) The management performance in SMK Muhammadiyah Wonosari and SMK Muhamadiyah 1 Playen in taking decision between male and female is quite balanced, there is no male domination and is actually hospitable towards the females; 2) Both schools have been structurally balanced because there are more female teachers, therefore, the position of Vice Head Master has been generally possessed by the females. Nevertheless, either teachers or male and female students have the equal rights to be elected; 3) The culture and style of managerial in both schools have shown respects in the way that there are differences of working performances between males and females during the school activities. In SMK Muhammadiyah Wonosari, the teachers have not differentiated between male and female students during the group discussion division in the classroom activities, etc. SMK Muhammadiyah 1 Playen tends to pay more attention to female students due to less number of female students rather than the male ones; 4) Daily work performances in both school tend to show no differences in terms of various kinds of school activities, such as routine ceremony, committee organization, etc. Regarding the school external work assignment in order to improve the competence, the teachers, the staff or the students have the equal opportunity to take, not to mention achievements and scholarships; 5) Both schools have indicated that there is not only equality or gender equality but also inequality or gender inequality. However, the researcher has not found any subordination, marginalization, or violence in both schools. Instead, there are stereotypes and double burdens.